THE EFFECTS OF BULLYING IN THE LEARNING OUTCOMES OF

THE
INTERMEDIATE PUPILS IN SAN MIGUEL ELEMENTARY SCHOOL

__________________________________________________

An Under Gradute Thesis

Presented to
College of Education
MINDANAO STATE UNIVERSITY
Malandag Extention, Program
Malandag, Malungon, Sarangani, Province
___________________________________________

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

__________________________________

by
JOMAR B. ANQUE
FEBRUARY 2016

TABLE OF CONTENTS

Page
TITLE
PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i

CHAPTER
I

THE PROBLEM
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1
Statement of the Problem . . . . . . . . . . . . . . . . . . .
2
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Significance of the Study . . . . . . . . . . . . . . . . . . . .
3
Scope and Delimitation . . . . . . . . . . . . . . . . . . . . .
3

II

REVIEW OF RELATED LITERATURE AND STUDIES. . .

5
Related Studied . . . . . . . . . . . . . . . . . . . . . . . . . .
20
Conceptual Framework . . . . . . . . . . . . . . . . . . . . .
24
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . .
36

III

METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . .

27
Respondent . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
Data Gathering Procedure. . . . . . . . . . . . . . . . . . . .
29
Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . .
29
IV

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA . . . . . . . . . . . . . . . . . . . . .

32

SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATION
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

37
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...

41

APPENDICES

Letter of Permission . . . . . . . . . . . . . . . . . . . . . . . . . . . .

42
B

Questionnaire on Bullying . . . . . . . . . . . . . . . . . . . . . . . .

43
C

Computations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..

47

Chapter I

THE PROBLEM

Introduction
The child's years are the most challenging and crucial chapter in
the lives of the students. This is the period wherein pupils needed
most, all the guidance and reminders from their parents. Adolescence
stage is very fragile since this is the time when students want to feel

the

sense

of

belongingness,

thus

contributing

greatly

in

the

development of one's sense of self. The school environment often

contributes to the challenges through learners who negate some of
their peers' basic human rights. This is commonly known as bullying
(Gouws, Kruger, Burger, 2000).
Bullying behavior is prevalent throughout the world and it cuts
across socio-economic, racial/ethnic, and cultural lines. Researchers
estimates that 20 to 30 percent of school-age children are involved in
bullying incidents, either as perpetrators or victims. Bullying can begin
as early as preschool and intensify during transitional stages, such as
starting school in 1st grade or going into middle school.
With those aforementioned ideas, this study was conducted to
gain information concerning the bullying and its effect to the learning
performance of

pupils . Furthermore, this will help the teachers in dealing and handling the
pupils
with, bullying behavior.

Statement of the Problem

This study attempted to find out the bullying and its effect to the learning
outcomes of intermediate pupils in San Miguel Elementary School.
Specifically, it sought answers to the following sub-problems:
1. What is the effect of bullying experienced by the intermediate pupils in
San Miguel Elementary School in terms of:
a. Physical Bullying;
b. Verbal Bullying and;
c. Social Bullying?
2. What is the level of learning outcomes of the intermediate pupils?
3. Is there a significant relationship between bullying and its effect to the
learning performance of the intermediate pupils?

Hypothesis
There is no significant relationship between bullying and its effect to the
learning performance of the intermediate pupils.

Significance of the study

The result of the study may present findings which are beneficial to school
administrators, teachers, as well as parents and other researchers. They may
realize how important the effects of bullying to the learning performance of pupils.

To the leaders and school administrators it will help them to gain insights
and fully understand the phenomena of bullying in elementary school. This study
will serve as a benchmark in making decisions for program planning and
redirection, specifically to address the issue of bullying in school. Most especially
those who have advisories, in order for them to build knowledge based on
classifying various types of bullying and the effect of bullying to the learning
performance of the pupils.
The result of this study will also help pupils motivate them to develop their
inner most potentialities and for them to become good peers to their fellow pupils
and will serve as baseline data in conceptualizing the effect of bullying to the
learning performance of the intermediate pupils in San Miguel Elementary
School.

Scope and Delimitation

This study was delimited on the bullying and its effect to the learning
outcomes of the intermediate pupils in San Miguel Elementary School.
The respondents of this study were sixty (60) pupils from Grade IV twenty (20),
grade V twenty (20) and VI (20) pupils who were officially enrolled in San Miguel
Elementary School during the school year 2014-2015. A descriptive-correlative
research design was used in this study. Bullying and its effect to the learning
outcomes of the intermediate pupils were described as revealed by the
result of the study. Correlation was done between the bullying and its
effect to the learning outcomes of the intermediate pupils.

The questionnaire on bullying was used to gather the data

needed to answer the problem. The questionnaire of Anderson (2007)
was adopted. A five point scale was used to interpret the result. The
secondary data obtained from the 1st grading grades of the
intermediate pupils through their adviser from form 138.
To describe the learning outcomes of intermediate pupils, the
DepEd Grading System was used.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature that gives significant
insights that helped in the development of this study.

Related Literature
Bullying is a form of aggressive behavior manifested b the use of force or
coercion to affect others, particularly when the behavior is habitual and involves
an imbalance of power. It can include verbal harassment, physical assaults or
coercion and may be directed repeatedly towards particular victims, perhaps on
grounds of race, religion, gender, sexuality, or ability. The "imbalance of power"
may be social power and / or physical power. The victim of bullying is sometimes
referred to as a target (de Lara, et.al, 2002).
They defined further that bullying was consists of three basic types of
abuse - emotional, verbal, and physical. It typically involves subtle methods of
coercion such as intimidation. Bullying can be defined in many different ways.
The UK currently has no legal definition of bullying, while U.S. states have laws
against it (Marcelo, et.al, 2002).
Bullying can include various types of behavior from physical attacks, to
destroying one's personal property or clothing, verbal abuse, starting rumors,
name calling, verbal attacks online, as well as other forms of cyber bullying. For
teens and children who feel they are being bullied, it is important to address the
matter with a parent or teacher right away. It may feel like you are telling on
someone for doing something wrong, and that admission might get you in trouble

with the bully later. However, this is not the case. In the majority of cases when a
bully is reported, the bullying stops because the bully is faced with dire
repercussions or they are sent away to a juvenile detention center. If you see
bullying occur, it is just as important to tell a trusted adult about the situation
(Andulan, et.al, 2002).
There are many ways to try and prevent bullying from getting worse and by
reporting incidents, you help cut down on future cases of bullying involving other
victims. Maintaining a strong sense of self and good overall self-esteem is
another way to ensure you won't be victims of bullying attacks since bullies
generally only prey on those they feel are weaker than them. This is also why it is
important to have a solid group of friends that will have your back if a bully does
try to attack in some way. Parents, be sure to talk to your children and teens
about bullying and how to prevent from happening to them or their peers. Make
sure they knew the importance of reporting such incidents and ways to handle a
bully (Reyes, et.al, 2002).
Victims of bullying are often shy and tend to be physically weaker than
their peers. People may also have low self-esteem and poor social skills, which
makes it hard for them to stand up for themselves. Bullies consider these
children safe targets because they usually don't retaliate.

Parsons (2005) described the problem of bullying in schools as Schools

are plagued with physical assaults, relationship bullying, cyber bullying, severe
name-calling, untrue gossip, exclusion, unwanted sexual touching, intimidation,

threats, and coercion. The only differences among schools are how widespread
and oppressive the behaviors.
Bonds and Stoker (2000) added to Parsons' (2005) description by stating
that bullying of schools is often chronic, pervasive and harmful to a large number
of students. It is often more subtle than the violent acts which make headline
news, but is far more damaging to a greater number of students.
School bullying is a widespread problem that is threatening the way
teachers conduct their classrooms, students learn together, and the overall social
climate is collapsing (Frey et al., 2009). Bullies act with aggression, show no
empathy, and have little remorse towards their victims. Their victims, on the other
hand, live in terror, afraid to come to school and live out what should be their
normal daily childhood. The bystanders are left to witness each bullying event,
wondering if and when to step in, and what affect their next move will have on
them and each person involved.
Without intervention, bullying behavior will persist over time. Kids who are
victimized are just as likely to suffer long term effects. They will exhibit higher
levels of depression, anxiety, and suicidal thoughts than do non-victims (Stanford
University Medical center, 2007).

There is also strong correlation between bullying during the school years
and experiencing legal or criminal troubles as adults. Unfortunately, chronic
bullies seem to continue their behaviors into adulthood, which will most certainly

have a negative influence on their ability to develop and maintain positive

relationships (Bank, 2006).
Moreover, bullying can occur in any context in which human beings
interact with each other. This includes school, church, family, the workplace,
home, and neighborhoods. It is even a common push factor in migration. Bullying
can exist between social groups, social classes, and even between countries. In
fact, on an international scale, perceived or real imbalances of power between
nations, in both economic systems and in treaty systems, are often cited as some
of the primary causes of both World War I and World War II. Direct bullying
behavior (overt) involves behaviors that are observable and that are usually
expressed by physical and verbal means. Usually direct bullying involves
relatively open attacks on a victim and are "in front of your face" behavior
Stanford University Medical center. (2007).
However, bullying behavior is not always hitting, kicking, teasing, or name
calling. Children who bully others may use subversive acts that hurt just as mush,
but are harder to detect. Examples of indirect bullying are leaving others out on
purpose, spreading rumors to destroy another's reputation or getting others to
dislike another person. This is covert bullying or "behind your face" behaviors.
(Edstrom, 2009)
James (2010) also defined bullying as a pervasive type of aggression,
which often occurs in school. As with other types of aggression, the harm that is
inflicted - whether physical, emotional or both - is international. However, bullying
has defining features which is set apart from other aggressive behaviors, in that

it is repeated, and that the bully or bullies have greater access to power than
their victim(s).
The Honorable Marvin A. Zuker, Ontario Court of Justice as cited by
Anderson (2006) defined bullying in his paper regarding Bullying School Violence
and Youth Crime as " the tendency for some children to frequently oppress,
-arass or intimidate other children, verbally, physically or both in and out of
school" with repeated and systematic harassment and attacks on others. Bullying
can be perpetrated by individuals or groups. He goes on to state in his paper that
bullies are aggressive and they may be quite self-confident, but they lack
empathy for their victims, they feel a sense of entitlement and have little
tolerance towards what is new or different. A more pervasive form of bullying is
cyber-bullying. Threatening text messages, breaking into e-mail accounts to
spread malicious messages, spamming victims, creating mean-spirited web sites
have all become ways for bullies to harass or exclude their victims.
Rigby (2008) suggested that bullying is "the systematic abuse of power in
interpersonal relationship". In other words, bullying is when a person is picked on
over and over again by an individual or group with more power, either in terms of
physical strength or social standing. Rigby argues that the abuse of power is not
restricted only to certain managerial or "authority" positions, but that most
individuals have "the opportunity to exercise power to control over someone".
Thus, there are apparently imbalances in physical and psychological strength
between bully and victim.

Regarding the recognition of bullying, Olweus and Solberg (2000)

suggested that some typical characteristics to recognize bullying behavior. They
said that "we generally speak of bullying when one or more unpleasant persons
repeatedly and over a period of time say or do painful and unpleasant things to
someone who has problems defending himself or herself, to address the terms
"painful" and "unpleasant" experience, Olweus and Solberg (2000) referred them
as direct bullying and indirect bullying. They argue that "the pain and
unpleasantness may be due to direct bullying involving hitting, kicking, insults,
offensive and sneering comments or threat" while indirect bullying which is just
as painful, is the experience of being socially isolated and excluded from group
membership. Having said this, there is a quite reasonable assumption that a
psychological element is always present in most, if not all, bullying (Rigby, 2005).
Baiers (2008) stated that bullying behaviors by adolescents and their
peers were viewed as a normal part of being a teenager. The common viewpoint
that kids can be cruel has been accepted by society and as a normal part of
growing up by both boys and girls alike. It is very rare that an individual doesn't
know, remember, or perhaps was a victim of bullying themselves sometime
during their childhood and adolescence.
John Hoover (2000) stated that 14 percent of all students in rural
Midwestern USA had been moderately to severely traumatize by a bully at the
latest violent and fatal high school shootings in American society that local
communities, school administrators, teachers, parents, and students have begun
to take a zero to9lerance policy wide programs have been enacted, bullying

behaviors. Even though school wide programs have been enacted, bullying
behaviors are still prominent within our schools and unfortunately the numbers of
incidences of school violence and shootings have increased.
Even though both boys and girls engage in bullying behaviors, their
method of bullying is usually quiet different. For example boys use more physical
violence, whereas girls are usually more verbally abusive and engage in group
exclusion. These are two different types of bullying behavior either direct or
indirect. Direct bullying can be either verbal or physical in nature. Verbal bullying
includes such behaviors as taunting, teasing, name calling, and spreading
rumors. Physical bullying encompasses behaviors, such as hitting, kicking,
pushing, choking, and destruction of property or theft. Indirect bullying is often
more subtle and can include behaviors such as threats, obscene gestures,
excluding others from a group, and manipulation of friendships (Baiers, 2008).
Another form of bullying is sexual harassment. The intent of sexual
harassment is to humiliate, embarrass, or demean another individual based on
their gender or sexual orientation. Olsen (2006) mentioned that Bullying consist
of both indirect and direct behavior. Direct behaviors, which are more commonly
seen in boys, consist of calling names, teasing, taunting, threatening, hitting,
using a weapon, and stealing by one or more direct in nature. In-direct behaviors
include spreading rumors, exclusion or isolation from peers, and or manipulating
relationships and or friendships. In fact bullying victims are also isolated by other
non bullying peers, because these peers do not want to be associated with a
victim of bullying due to the threat of becoming a victim themselves. This

ultimately isolates bully victims even more. This type of complete isolation is not
only painful, but becomes problematical for anyone in coping in a hostile
environment with virtual no support or even a friend to help relieve some of the
pressure and anguish that a bully victims faces on daily basis.
Karcher (2004) said that the adolescent's sense of self is often fragile and
this is because adolescents want to belong and the belonging is of paramount
importance to them. It is therefore clear that bullying would have such a negative
effect on them, as this feeling of belonging behavior. She further cited the fact
that the youth, if they feel valued and accepted by a particular group, will shape
how involved and concerned they will be with other groups and organizations.
Hence, if bullying is taking place they will not feel motivated or committed to
getting involved as they are not accepted in their group or peer.
St. Clair (2008) in her paper "By Parents, for Parents" stated that bullying
is a learned behavior, not a character trait." She goes on to state that researchers
have not been able to find a link between bullies and any particular religion, race,
income level, divorce, or any other socio-economic factor.
However, there are studies that suggest that bullies will most often come
from single parent homes or low income earners. Research has shown that
victim at home is more likely to be a bully at school. The reason may be that
when a bully watches another child appear weak and cowering, it disturbs him
because it reminds him of his own vulnerability and behavior at home. The report
goes on to say that "poor parenting is the hallmark of their children becoming
bullies". These parents may be permissive and unable to set limits on their child's

behavior, often disciplines inconsistently, are self-centered and neglectful and

they often have prejudices based on race, sex, wealth and achievements. A child
growing up in these conditions fails to learn empathy and compassion towards
others.
Bullies regularly engage in hurtful teasing, name calling or intimidation,
particularly against those who are smaller or less able to defend themselves.
They believe they are superior to other students, or blame others for being weak
or different. Bullies frequent fight with others as a way to assert dominance and
may also enlist friends to bully for them (Northwest Regional Educational
Laboratory, 2001).
Bullies exhibit aggressive behavior toward their peers and often toward adults.
They tend to have positive attitudes towards violence, are impulsive, like to
dominate others, have little empathy with their victims, and unusually low
levels anxiety or insecurity. They may desire power and control and get
satisfaction from inflicting suffering. Despite common perceptions bullies,
they generally have average to high levels of self-esteem, may be popular with
both teachers and classmates, and may also do well in school (Shellard, 2002).
Sometimes, nice children bully when their own inhibitions against
aggression are weakened (for example if they see a bully rewarded for his or her
behavior) or if the child feel a decreased sense of responsibility in a group
bullying situation. Some children may bully in an effort to fit in, even promote,
bullying (Cohn and Canter, 2003).

Physical Bullying
Colorso (2003) mentioned that any bullying that hurts someone's body or
damages their possessions. Stealing, shoving, hitting, fighting, and destroying
property all are types of physical bullying. Physical bullying is rarely the first
form of bullying that a target will experience. Often bullying will begin in a
different form and progress to physical violence. In physical bullying the main
weapon the bull y used their body.
Moreover, Colorso (2003) added that although it is the most visible and
therefore the most readily identifiable form of bullying, physical bullying accounts
tar less than one-third of bullying incidents reported by children. Coloroso
suggested that the child who physically harms another child is seen as the most
troubled of all bullies and is more likely to move towards more serious criminal
offense.

Garrette (2003) contributed to this view by mentioning that physical

bullying is moderate risk factor for serious violence at ages 15-25 and that bullies
are four times more likely to be convicted of crimes by the age of 24 than nonbullies. It should thus be assumed this is a vital reason to stop the bullying at
school level to prevent any future criminal activities (including serious violent
acts).

Larsen (2005) explained that the problem for a school is that physical
bullying presents a challenge for that school to maintain a safe and orderly
earning environment. Even though not all physical bullying is reported, its overt
nature induces fear in students.
Lee (2004) stated that this particular type of bullying is more than punching
or kicking (direct form) and can assume indirect forms such as taking one's
possessions or damaging property. These indirect forms also have a physical
manifestation of bullying but do not include physical pain.
Verbal Bullying
This is any bullying that is done by speaking; calling names, spreading
rumors, threatening somebody, and making fun of others are all forms of verbal
bullying. Verbal bullying is one of the most common types of bullying. In verbal
bullying the main weapon the bully uses is their voice (Lee, 2004).
Lee (2004) also stated that verbal bullying is seen as one of the most common
types of bullying used by both boys and girls, accounting for 70% reported cases
which can have an immediate impact. Colorso (2003) further suggested that
words are powerful tool that can break the spirit of a child who is on the receiving
end of the verbal bullying, he also cited that verbal bullying is often directed at
vulnerable groups such as sexual orientation, ethnic groups, people with learning
difficulties and the children affected negatively.
It is important to remember that within the new technological age in which
the 21st century finds itself, bullying can take place using new technology. Lee

(2004) mentioned techno-bullying, cyber-bullying, or e-mail-bullying which

involve using internet, email, and cellular phones to inflict hurt on others. This is
indirect forms of bullying where the recipient may never actually know the bully.
Colorso (2003) added to Lee's (2004) contributions by stating that verbal bullying
can also include abusive phone calls, intimidating e-mails, anonymous notes
containing threats of violence, untruthful accusations, false malicious rumors and
gossips. In many cases teachers and parents will not deal with verbal bullying
and if this behavior is condoned, it allows the target child to become
dehumanized. It thus becomes easier to attack the same child without eliciting
normal compassion from those who observe the bullying.
Social Bullying
This is any bully that is done with the intent to hurt somebody's reputation
or social standing. Social bullying often happens between friends, it can happen
in two ways: either by trying to exclude somebody and make them feel
unwanted, or by gaining somebody's trust and then breaking it. Social bullying
could include spreading friend's secret all over school to damage somebody's
reputation or encouraging others to ignore, chastise, or threaten a friend. The
movie Mean Girl's (2004) showed many examples of this kind of bullying. This
type of bullying is is most common to girls, but can weapons the bully uses are
relationships.
Lee (2004) defined this subcategory of bullying as one which includes
deliberation exclusion from a social group or intimidation within the group.
Colorso (2003) on the other hand, described this type of bullying as relational

bullying which is the systematic diminishment of a bullied child's sense of self.

Social bullying can be difficult to detect from the outside. It can also be direct
from exclusion, ignoring, isolating, or shunning experienced by the victims,
indirect forms include exclusion carried out away from the victims and is not
experienced by them until they are informed of it or they attempt to join the
group.
This type of bullying is not as readily identifiable as the first two types,
because the results are not as obvious, but the victim still experiences the pain
deeply (Anderson, 2007).
Learning Outcomes
Significant mean differences are observed between the academic
performance of male and female students. The female students significantly
outperformed their male counterparts. This finding supports that of Cantwell
(2001) who observed female students to be significantly better than their male
counterparts in their academics. Emphasis should be given to enhancing male
students academic performance in the university. Factors that contribute to the
academic performance of, specifically, male students should be sought for
purposes of enhancing their academic performance.
Real (2007) defined that learning is a lifetime process that contributes to
the all around development of each individual where at home parents are
responsible to acquisition of values and attitudes that deals with the formation of
habits. The primary knowledge of the children is essentials to learning that the

school will provide trainings. In school, the teachers are central figure in learning
where the pupils obtained information that is vital to the physical, moral, social,
emotional and intellectual development
Moreover, encourage pupils will help them to develop personal
characteristics and learning performance that will lead them vitalize their goals.
Thus, good attitude is the stage of formal learning by means of which the
Individual undergo changes in behavior through acquisition achievements of
knowledge, facts, ideas and information and the establishment of an efficient and
effective way of learning (Barras, 2001).
It should be pointed out that, among all other students! internal factors,
only agreeableness, which is a personality trait, revealed significantly higher
levels among the female students than among the male students. The
agreeableness trait reflects people's tendency to interact with others (Buchanan
2001). Those high in agreeableness are observed to be trusting, friendly and
cooperative. McKenzie et al. (2004) agreeableness to be significant predictor to
the academic performance of undergraduate students.
McKenzie and colleagues (2004) emphasize that students who exhibit
high levels of agreeableness tend to adjust quickly to now academic
environments, to accept and hence complete the requirements of their courses
on time and to be less likely to antagonize their lecturers, all of which may
influence their academic performance. Thus, the significant differences in the
academic performance of male and female students could partly be attributed to
their significant high levels of agreeableness. Attention should therefore be given

to enhancing the male students agreeableness in the University for Purposes of

enhancing their academic performance.
Smith and Williams (2007) stated that Student Learning Outcomes
directly describes what a student is expected to learn as a result of participating
in academic activities or experiences at the College- They focus on knowledge
gained, skills and abilities acquired and demonstrated, and attitudes or values
changed. These, of course, are the outcomes that are of most interest to
educators, but they are also the most challenging to measure, and may require a
number of iterations before the data collected are deemed valid and reliable.
Taylor and Francis (2005) mentioned that learning outcome is the
particular knowledge, skill or behavior that a student is expected to exhibit after a
period of study. Learning outcomes reflect a nation's concern with the level of
knowledge acquisition among its student population. Measuring learning
outcomes provides information on what particular knowledge (cognitive), skill or
behavior (affective) students have gained after instruction is completed. They are
typically measured by administering assessments at sub-national, national,
regional and international levels. Countries decide what the purpose of the
assessment is, what population will be assessed, what is to be assessed, how it
is to be assessed, and how the measures are to be reported and utilized. Policy
makers might decide to focus on a limited amount of domains and grade levels
while others will focus on the measurement of student knowledge in a wide range
of domains and grade levels.

Learning outcomes are often only statements of good intentions, and when
academics are designing course units, the focus is mainly concentrated on
discipline-based knowledge and technical skills. Broader attributes and general
skills are at best considered as side effects of a university education.
Consequently, they tend not to be included in the assessment practice of the
university. But according to Toohey (2002), there are also examples, at least
within the field of health care, where universities and faculties have attempted to
define graduate characteristics or graduate outcomes. The University of South
Wales medical faculty has defined graduate outcomes according to three
categories: Applied knowledge and skills; Interactional abilities and Personal
attributes. Other outcomes studied focus on behavioral and attitudinal outcomes
that re more difficult to measure than simply seeing whether learning
communities' students are more likely to be enrolled at an institution the following
term. Most of these measures relate to Tinto's (2004) ideas of integration or Kuh
et al. (2005) measures of engagement. While a majority of the outcomes from
these studies are desirable in order to create a positive learning environment,
they still tell us little about student learning or the development of skills and
capacities often associated with liberal learning. However, a range of studies,
many of which have been published in the last ten years, have begun to examine
outcomes that are more commonly associated with liberal education.
Mistretta (2002) emphasized that GPA must include all core classes or
general education courses. A student's high academic performance can be
measured by a minimum 3.5 GPA from a traditional high school, community

college, state college, public or private universities. She also pointed out that the
academic performance in every school, a consideration to the students, who at
the same time are athletes, is observed. Points may be added in different areas
especially if such athlete has gone to a higher level of competition.
Swatantra (2001) on the basis of the findings contained in the individual case
histories, found the following factors to be the causes of aggression in children:
(a) poor relations between parents and children, parents' inconsistency of
behavior, nagging, ridiculing, beating, attitude of domination, laissez-fair towards
children results in aggressive behavior; (b) discord among parents affecting the
peace of mind of the children. Parental non-adjustments and emotional outburst
adversely affect children's behavior; (c) her study shows that 68% of the cases
showing aggressive behavior came from families living from hand to mouth and
the economically depressed ones; (d)of the aggressive children studied, 40% are
the first born, 32% the second born, 12% the youngest born, and 16% the others.
Almost all the aggressive children had bad relations with their siblings,
particularly their younger's; (e) 48% of the aggressive children came of the
parents who received education only up to different classes of primary school
stage, or quite illiterate.
Related Studies
James (2010) in her study "Bullying in School" found out that School
bullying is pervasive and most children will probably experience it at some stage,
either as a witness, a victim, or by being a bully themselves. Large-scale surveys
show that it happens across the world, though it can involve different behaviors

and have different meanings in different countries. Telling someone usually helps
but this does depend upon how well it is acted upon by the school.
Factors at both the individual and social level appear to be important
causes of bullying. Family and peer relationships have been identified as
important for children who bully, are victimized and are bully/victims. All three
groups share some individual characteristics Anderson, (2007).
Bullying is a group process involving the whole peer group and can be more
likely to occur in some classes or years that others. However, more research is
needed to uncover the exact nature of the group processes involved, and how
they interact with individual differences (James, 2010).
Anderson, George (2006) wanted to find out why bullying exist in school
and his study revealed a number of reasons why bullying exist in our schools,
interviews and previous studies have identified the most significant reasons as
follows: 1.) unwillingness of administrators to admit that there is a problem in
their school; 2.) fear of some educators of being challenged; 3.) lack of
administrators support; 4.) feeling of a lack of power; 5.) students are ? lawyer
savvy*; 6.) inadequate training.
Gail (2007) in her study "The impact of bullying in school on the
adolescence's self-worth" revealed during a time of immense insecurities and
formation of the self, bullying has the ability to hinder this formation. Social
bullying and verbal bullying have been seen as critical in affecting this self of
both male and female adolescents as they begin to look to their peers as they

start forming their own value system. Some adolescents are not as negatively
affected by bullying as others are.
De lara et.al. (2002) attempted to find out what are the causes and effects
of bullying. Their study revealed that short-term effects and if the bullying is
severe enough bullies react aggressively in response to provocation or perceived
insults or slights. It is unclear whether their acts of bullying give them pleasure or
are just the most effective way they have learned to get what they want from
others* Bullying negatively affects both the child being victimized and the child
who is the bully. Children who are bullied can suffer from low self esteem and
other emotional problems and children who do the bullying are much more likely
to have problems with drugs and alcohol later in the victims of bullies often loose
self-esteem, start having trouble in school, and withdraw from friends and
activities. If it is not stopped and continues for long enough, children can suffer
from these problems themselves (let alone their victims), psychopathic bullies are
particularly dangerous.

Darmawan (2010) in his study " Bullying in School" investigated the

prevalence of bullying among students within two secondary school in the city a
Palu and he found out that not all forms of bullying are equally common. Thus, a
significant number of bullying cases were only found in teasing and calling
names (15.4%). Less than 2% of the students were involved in other forms
(isolating, shutting out, kicking and hitting). In victimization, a trend has shown
the same way in which more students had experienced being called names or

being teased than by physical bullying, this way of answering the question can, in
fact, be called an inconsistency or an internal divide in the answer of students.
Wang et. al (2009) in their study School Bullying Among US Adolescents:
Physical, Verbal, Relational and Cyber discovered that school bullying has been
identified as a problematic behavior among adolescents, affecting school
achievement, prosocial skills, and psychological well-being for both victims and
perpetrators. Previous studies have found that boys have a higher prevalence of
bullying perpetration than girls and bullying behavior tends to peak in middle
school and then decrease. In one of the few analyses of nationally representative
sample of adolescents in the United States, Nansel et. al (2001) reported that the
prevalence of frequent involvement in school bullying in the past 2 months was
29.9% which included 13.0% as bullies, 10.6% as victims, and 6.3% as both. In
the U.S. sample, compared to Caucasian adolescents, Hispanic adolescents
were involved in more frequent bullying perpetration, while African-American
adolescents were less likely to be bullied.
Karcher (2004) stated that among the impacts of bullying to students are
having lower academic outcomes including lower attendance and completion
rates, lack quality friendships at school, display high levels of emotions that
indicate vulnerability and low levels of resilience, be less well accepted by peers,
avoid conflict and be socially withdrawn and have low self-esteem, having
depression, anxiety, feelings of loneliness and isolation and even nightmares,
feel wary or suspicious of others and have an increased risk of depression and

substance abuse that causes low performance in school, dropping out and also
suicide.
Outcomes associated with bullying behavior include loneliness, poor
academic achievement, poor social adjustment and greater risk of drug and
alcohol use, and of being convicted of crime. It also suggested by Nansel et al
(2001) that a link with later violence in adulthood; some bullies behave
aggressively towards partners, use harsh physical discipline with their own
children, and their children are more likely to become bullies themselves.
(Carney and Merrell, 2011).
Conceptual Framework
Bullying is a form of aggressive behavior manifested b the use of force or
coercion to affect others, particularly when the behavior is habitual and involves
an imbalance of power. It can include verbal harassment, physical assaults or
coercion and may be directed repeatedly towards particular victims, perhaps on
grounds of race, religion, gender, sexuality, or ability. The imbalance of powers
may be social and / or physical power. The victim of bullying is sometimes
referred to as a "target" (de Lara, et.al, 2002).
Bullying is a group process involving the whole peer group and can be
more likely to occur in some classes or years that others. However, more
research is needed to uncover the exact nature of the group processes involved,
and how they interact with individual differences (James, 2010).
Figure 1 shows the conceptual framework. It shows the independent
variable consist of the importance of bullying in terms of physical, verbal and

social bullying. The dependent variable consists of the learning outcomes of

pupils.

THE EFFECTS OF BULLYING IN THE LEARNING OUTCOMES OF THE

INTERMEDIATE PUPILS IN SAN MIGUEL ELEMENTARY SCHOOL

The Effect of
Bullying in terms
Independent Variable
of:
a. Physical
bullying
b. Verbal
bullying
c.
Social
bullying

Learning
Outcomes of
the
Intermediate
Pupils
Dependent Variable

Figure 1. Conceptual Framework

Definition of Terms
For clarity and better understanding of the study, the following terms were
being defined conceptually and operationally.
Bullying. Conceptually it refers to bullying that is repeated harming of
another through words or physical attack on school grounds, or on the way to or
from school. (Hazier et.al., 2001), In this study, bullying is in terms of physical,
verbal, and social bullying (Hazier et.al., 2001),
Physical Bullying. This is any bullying that hurts someone's body o
damages their possessions. Conceptually, it refers to any of the following:

stealing, shoving, hitting, fighting, and destroying property all are types of
physical bullying.
Verbal Bullying. This is any bullying that is done by speaking. (Rigby, K.,
2005), In this study, verbal bullying includes, calling names, spreading rumors,
threatening somebody and making fun of others.

Social Bullying. This is any bullying that is done with the intent to hurt
somebody's reputation or social standing. Social bullying often happens between
friends
Pupils. Operationally it refers to the intermediate pupils in San Miguel
Elementary School and considered as the respondents of the study.

Chapter III

METHODOLOGY

This chapter presents the methodology employed in this study. It includes

the research design, respondents, instrument, data gathering procedure and
statistical treatment of the gathered data of the study.

Research Design

A descriptive-correlative correlation research design was used in this

study. The effects of Bullying and the learning outcomes of the intermediate
pupils were described as revealed by the result of the study. Correlation was
done between the effects of bullying and the learning outcomes of the
intermediate pupils in San Miguel Elementary School. The researchers would
like to know if there is a significant difference between the two variables.

Respondents
The respondents of the study were the sixty (60) intermediate pupils who
were officially enrolled in the school year 2014-2015.These were the population
of the Grade IV twenty (20), grade V twenty (20) and grade VI twenty (20) pupils
in San Miguel Elementary School.

Instruments
The questionnaire on bullying was used to gather the data needed to
answer the problem. The questionnaire of Anderson (2007) was adopted. A five
point scale was used to interpret the result.
Scale

Range

Description

4.21-5.00

Always

3.41-4.20

Often

2.61-3.40

Sometimes

1.81-3.60

Seldom

1.00-1.80

Never

The secondary data obtained from the 1 st grading grades of the

intermediate pupils through their adviser from form 138.
To describe the learning outcomes of intermediate pupils, the DepEd
Grading System was used.

Rating
96-100
91-95
86-90
81-85
75-80
74 and Below

Description
Excellent
Very Good
Good
Fair
Poor
Failed

Data Gathering Procedure

Before the gathering of the needed data of this study, the researcher
wrote a letter to the principal requesting permission to allow him to conduct the
said study to the target respondents.
Upon approval, the researcher presented the approved letter to the
advisers and he solicited help to gather pupils in a vacant room. When the pupils
were ready, he explained the objective of the study and gave them instruction on
how to answer the questionnaire. For the items that were finding so difficult to
understand, the researcher used the mother tongue to translate so that an
honest answer was solicited. After the respondents were done answering,
retrieval was followed.

The questionnaire was prepared for the statistical treatment like

correcting, tallying, tabulating, and interpretation of the data.

Statistical Treatment
To give extent of bullying experienced by the intermediate pupils in San
Miguel Elementary School frequency count and weighted mean, was used
To describe the learning performance of the intermediate pupils, a five
point- scale was used.
Pearson Product- Moment Correlation Coefficient was used to
determine the significant relationship between bullying and learning performance
of the intermediate pupils.

REFERENCES

Anderson, Gail (2007). The impact of bullying in school on the adolescents

sense of self. Dissertation, University of Pretoria.
Banks, R. (2006). Bullying in Schools. Educational Resource Information Center
(U.S. Dept. of Education) Retrieved June 1, 2011, from
http://vvww.education.com/print/Ref_Bullying_Schools/
Baiers, S., (2008). Understanding bullying. Research paper, University of
Winscousin-Stout
Barras, Robert (2001). Study: A Guide To Effective Learning Revision and
Examination Technique. New York: Chapman & Hall Ltd.
De Lara, M,. Acero, C, Andulan, A., Marcelo M., Arenas, M., Estrada, M.,
Grospe, J., Tamares, EL, Grospe, R., and Reyes, C, (2002). Effects of
bullying. Undergraduate thesis, Nueva Ecija University of Science nad
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Frey, K. S,. Hirschstein, M. KM Edstrom, L. V., and Snell, J. L. (2009). Observed

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bystander behavior: a longitudinal evaluation. Journal of Education
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James, A. (2010/ School Bullying. Unpublished Thesis. Goldsmith, University of
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Hoover, J. (2000). correlates of bullying nd victimization among intermediate
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Little, P. (2008) After School Programs in the 21st Century: Their Potential and
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Mistretta S. (2002). Characteristics And Academic Performance Of High
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Olsen, G. (2006). Teasing and bullying in preschool and primary grades: what
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583-590.
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Questionnaire on the Effects of Bullying Experienced by Intermediate

Pupils in San Miguel Elementary School
Name ________________________ Year Level & Course _______________
(Adopted from Anderson 2007)
Direction: Please check in the parenthesis that corresponding to your answer.
Use the scale below:
Scale
5
4
3
2
1

Description
Always
Often
Sometimes
Seldom
Never

BULLYING EXPERIENCED BY PUPILS

A. Physical Bullying
1 . I was punched by pupil/group of pupils
2. I was victimized through pinching /scratching
3. I was tripped when I walked somewhere
4. I was physically pushed
5. I was threatened into giving money or other things to the
bully/bullies.
B. Verbal Bullying
1 . I received offensive, threatening and Insulting remarks
2. I was called terrible and hurtful names.
3. I receive untrue, often hurtful e-mail's or text messages.
4. I was threatened in a language which I did not understand.
5. I experienced being laugh at every time I speak.
C. Social Bullying
1. I was humiliated in front of other pupils.
2. I was attacked by bully/bullies through spreading rumors
about me
3. I was deliberately ignored by the person /group of people.
4. I was excluded from the group or left out of things on purpose
5. I was treated differently because of my religious belief