Research Part Prepred by Me (

City University of Pasay
Pasadena St. F.B Harrison Pasay City
A Study on the Cause

and Effect of Bullying
Among the Students in
Grade Five of Marcela
Marcelo Elementary
School
Prepared and Submitted by:
Leader: Pugay, Danielle Joy L.
Secretary: Zapico, Jomar O.
Members:
Soriano, Maynard D.
Saniel, Ramces Jay L.
Bornales, Gladys L.
Submitted to:
Dr. Rosalinda M. Llamas

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Dedication
The researchers dedicate this research report to their family, teachers,

friends and classmates. The researchers also express the feeling of gratitude
to their supportive parents, who provided words of encouragement to the
researchers which helped the researchers finish the research work with ease.
They also dedicate this research work to all of their many friends who
provided support and assistance throughout the entire research process. The
researchers would also like to give their special thanks to Dr. Rosalinda M.
Llamas for helping out them by correcting any necessary errors made and for
guiding them throughout the entire research process.
Lastly, this research work is mainly dedicated to our Heavenly Father,
for He has blessed the researchers enough strength to be able to conduct
the interviews with the respondents flawlessly and for He has given them the
enough wisdom and knowledge needed to finish the research work. He has
also provided everything from the materials needed and even the
respondents. The researchers are grateful for His never ending grace
supplied upon them.
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Acknowledgement
The researchers wish to acknowledge with gratitude the following

whose works from part of this research work:
To start with a grateful thanks to God for his blessing of grace and for
always being there for the researchers throughout the entire research
process.
Dr. Rosalinda M. LLamas for her guidance, expert suggestions and
moral support during course of investigation has helped them to complete
this project successfully.
To the principal of Marcela Marcelo Elementary School, Sir. Noel F. Junio
for his support towards the researchers and for letting them conduct surveys
to his students. Lastly, for the students who have been part of this research
work and for the teachers as well.
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TABLE OF CONTENTS

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Page
No.
DEDICATION......................................................................................
............................i
ACKNOWLEDGEMENT.....................................................................................
...........ii
TABLE
OF
CONTENTS................................................................................................iii
CHAPTER I:
PROBLEM AND THE BACKGROUND
A. Introduction.............................................................................
.............1
B. Background
of
the
Study.....................................................................2
C. Research
Paradigm..............................................................................3
D. Significance
of
the
Study.....................................................................4
E. Statement
of
the
Problem....................................................................5
F. Scope
and
Limitations..........................................................................6
G. Definition
of
Terms..............................................................................7
CHAPTER II:
REVIEW OF RELATED LITERATURE AND
STUDIES.............................................8
CHAPTER III:
RESEARCH
METHODOLOGY....................................................................................15
CHAPTER IV:
PRESENTATION ON
FINDINGS...............................................................................18
CHAPTER V:
SUMMARY, FINDINGS, CONCLUSION &
RECOMMENDATION........................23

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CHAPTER VI:
BILIOGRAPHY...................................................................................
..........................26
APENDICES:
A. Sample
Questionnaire..................................................................................
27
B. Letters /
Permits...........................................................................................2
9
C. Researchers
Profile.......................................................................................30
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CHAPTER I
PROBLEM AND BACKGROUND

This chapter contains focuses regarding the introduction of the
research, the background of the study, the research paradigm, and
significance of the study, statement of the problem, scope and limitations,
sources and data, and the definition of terms.
A. Introduction
The researchers are aware for the recent news about students
who are scourging in their interpersonal relationship on their schools. Some
of them attempt to skip their classes which cause them to fail on their
academic grade and social well-being. This research wants to provide several
tips for the victims of this kind of situation.
Bullying is a form of abuse that comes in different forms;
whether physical, verbal or emotional and cyber bullying. Although bullying
occurs almost everywhere, the most common place of bullying is found at
schools. There are a lot of cases regarding bullying in different schools.
In this research study, the researchers aim to find out the
different causes and effects of bullying in schools. The researchers also aim
to find out ways on how to prevent and stop bullying from happening. The
main purpose of the study is to give meaning to bullying and its effects on
the students.
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B. Background of the Study
The Philippine educational system is facing big challenges

regarding the cause and effect of bullying. Teachers, researchers, as well as
the students are alarmed about this problem.
The researchers are alarmed to the increasing number of

students being bullied according to different news in television, newspapers
and radio broadcasts. According to the news, the bullied students gain more
physical pain like scars, wounds and bruises. Some students who are bullied
also commit suicide and prefer to stay home alone most of the time. They
skip their classes, which end up with them having failing grades.
These different bullying issues have been a huge concern in

different media outlets. The government have also been alarmed because of
the different cases of bullying. Therefore, the researchers have come to a
realization that this research topic would be good and useful for future
references.
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C. Research Paradigm
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Demographic Characteristics
Name
Year and Section
Causes and Effects
D.
Significance of the Study
Researches
Survey
Gathering of Data
Compilation of Data
Analyzing of Data
To the students, because bullying is common in schools, this

study is a way of giving knowledge on to how bullying happens, how to avoid
being bullied and how to stop bullying from happening. It will be
Causes and Effects of Bullying Amongst Fifth Graders of Marcela

Marcelo Elementary School
advantageous for the students to have background and knowledge on

bullying because bullying one of the major causes of suicidal cases.
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To the parents, this study is significant for them as well because

it gives them prior knowledge and idea on how to identify if their child is
experiencing bullying and they would have idea on how to help their children
in case of bullying.
To the teachers, the advantage of this study is for them to be

able to know different ways on how to handle bullying situations happening
in their classes and how to prevent and help their students. This would also
let the teachers give support to their students in need of support.
E. Statement of the Problem
This research study aspires to determine the cause and effect of

bullying amidst the fifth graders of Marcela Marcelo Elementary School,
Pasay City.
Specifically, it seeks to answer the following questions:
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2.
3.
4.
5.
1. Who are usually involved in cases of bullying?

Why are there people who bully?
When can you say that one is being bullied?
Where does bullying usually occur?
How should an individual deal with bullying?
F. Scope and Limitations
This research was conducted to determine the status

of bullying in fifth grade students of Marcela Marcelo Elementary School. The
aspects looked into were the record of students being bullied, problems and
proposed solution to the problems. General purpose: To determine the cause
and effect of bullying. Locale of the study: Fifth graders of Marcela Marcelo
Elementary School.
Period of the study: 2014 records of bullying.
G. Definition of Terms
Bully a person who uses strength or power to harm or intimidate those

who are weaker.
Bullying unwanted, aggressive behaviour among school aged children that
involve a real or perceived power imbalance.
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Dysfunctional- it is a condition of having a poor and unhealthy

behaviour and attitudes within a group of people.
Intervene- to become involved in something such as conflict in order to
have an influence on what happens
Provoke it is a cause the occurrence of a feeling or action.
Scourging- it is a cause that make a lot of trouble or sufferings for someone
or something.
Spectrum- it is a continuous sequence or range.
Tallied- it is a device as a notched rod or mechanical counter for visibly
recording.
Vivid- it is an act of being clearly and vigorously.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The review of the literature for this study focuses on the different
local and foreign literature and studies related to this research. The review
focuses on different causes and effects of bullying. The chapter begins with a
definition of bullying, followed by the findings of researchers using various
instruments to find out the cause and effects of bullying and the types of
bullying.
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A. Related Literature
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Definition of Bullying
According to Urbanski and Permuth (2009; p. 3) bullying can be
described as unprovoked aggression characterized by an imbalance of power
where a person who is more physically or emotionally powerful attacks one
with less power. It is a repeated behaviour intended to harm or disturb
another person. Bullying encompasses a spectrum of aggressive behaviours
ranging from overt acts of physical violence to more subtle patterns of verbal
or relational cruelty.
Sullivan (2011; p. 7) stated that bullying is defined as a
conscious, wilful and repetitive act of aggression and/or manipulation and/or
exclusion by one or more people against another person or people. Bullying
comes in different elements; it is abusive and cowardly, harm is intended, it
is repetitive and can occur over a short or long period of time, it is often
hidden from people in authority.
Cause and Effect of Bullying
Kevorkian and D Antona (2008; p.12) states that today

educators, parents, grandparents, social workers, law enforcement officers,
psychologists, and all those involved in the lives of children and young adults
are faced with issues of bullying. Along with the life pressures that our
students face today, bullying ranks high on the list of tremendous challenges
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facing kids. Given the stakes, bullying prevention is a key

responsibility for all adults. Educating and protecting kids from the abuse
associated with bullying must be a priority. Learning environments should be
designed with a focus on bullying prevention. The key to bullying prevention
is creating a caring and positive school culture. Fact #1 (p. 15) Bullying is a
reality! Many students are and will continue to be bullied. We live in a social
world, and this is especially true in schools. One hundred percent of children
are touched by bullying as a victim, perpetrator, or bystander.
Hawdon (2014; p. 5) states that violence and bullying comes on
many forms. Some of it is overt, some covert. Some is clearly visible while
other forms are far less so. We know it when we see it, and certainly know it
when we feel it. While much of it remains out of sight, it nevertheless seems
to be everywhere. Despite considerable scholarly work on the topic scholars
have struggled with definitions of the classification schemes for violence.
Types of Bullying
According to Matthews (2009; p. 8-10) bullying occurs in schools,
business, all kinds of organizations and groups and, unfortunately also in
many homes. It can take many forms, physical or psychological and each can
result in long-term negative effects which may not be obvious until long after
the actual bullying episodes. The most common types of bullying are the
following:
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Verbal harassment (p.8) this could range from teasing to

deeply offensive insults. Be aware that teasing, which many people regard as
a minor annoyance, can inflict real hurt on the victims. The bully will target
the other childs ethnic background, clothing, speech, and appearance, mode
of speech or sexuality. The venom in the words will have added sting
because of the bullys manner and implied physical threat.
Physical harassment (p.9) this may range from annoying
pushes and pokes to actual sexual assault. The amount of sexual harassment
experienced by older school children has surprised researchers.
Threats (p.9) the victim may be threatened with physical attack
or other punishment just for the effect on them or it may be used as a means
to get the victim to agree to do something which they would not normally do,
such as stealing or whatever else the bully wants them to. When the child
does what the bully has demanded, they think they have no other option but
to do whatever the bully demands them to do.
B. Related Studies
Local Studies
Some
researchers have suggested that some bullies are
psychologically strongest" and have "high social standing" among their

peers, while their victims are "emotionally distressed" and "socially
marginalized".( Juvonen 2003) Other researchers also argued that a minority
of the bullies, those who are not in turn bullied, "enjoy going to school, and
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are least likely to take days off sick. "Some have argued that
bullying can teach life lessons and in still strength. Helene de Castro a child
development academic, sparked controversy when she argued that being a
victim of bullying can teach a child "how to manage disputes and boost their
ability to interact with others," and that teachers should not intervene, but
leave children to respond to the bullying themselves:( Besag, 1989)"[I]f boys
or girls are able to stand up for themselves, being attacked by enemies can
help their development..Studies have shown that children become more
popular among, and respected by, teachers and fellow pupils if they repay
hostility in kind. They remember such experiences more vividly than friendly
episodes,
helping
them
to
develop
healthy social and emotional skills.
(Hamilton, 2004) Despite occasional assertions that bullying can be positive

and even productive, the avowed normative consensus is that bullying is a
form of abuse and is wholly negative. Most victims report bullying as
something that scars them for a long time, and sometimes as a fundamental
and negative factor in the development of their adult personality. In the
2000s and 2010s, a cultural movement against bullying gained popularity in
the English-speaking world. The first National Bullying Prevention Week was
conceived
of
in
Mandaluyong in 2000 by UP educator and anti-
bullying activist Bill Sandigan. The charity Act Against Bulling was formed in
the UK in 2003. In 2006,National Bullying Prevention Month was declared in
the Philippines . The Suicide of Joven Macaraig in 2010 brought attention to
the issue in Nueva Ecija, and sparked reforms in state education. The It Gets
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Better Project was started in 2010 to combat gay teen suicides, and
Lady Gaga announced the Born This Way Foundation in partnership with UP's
Berkman Center for Internet & Society in 2011.
A 2012 paper from the UP Center, An Overview of State AntiBullying Legislation and Other Related Laws, notes that, as of January 2012,
48 U.S. states had anti-bullying laws, though there is wide variation in their
strength and focus. Sixteen states acknowledge that bullies often target their
victims based on creed or religion, disability, gender or sex, nationality or
national origin, race, and sexual orientation. Each of the 16 employs a wide
array of additional parameters, the paper notes, ranging from age and
weight
to
socioeconomic
status.
Of
the 38
states
that have laws
encompassing electronic or cyber bullying activity, 32 put such offenses

under the broader category of bullying and six states define this type of
offense separately, the authors report.(Sandigan,2004)
Foreign Studies
Bullying is a serious and widespread phenomenon: 20 % of the
Danish children that we analyze are reported by their parents and/or teacher
to be victims of bullying (similar numbers are reported by e.g. Brown and
Taylor (2008) for Britain and Nordhagen et al. (2005) for Denmark).
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A 2012 report from Harvards Berkman Center for Internet &

Society, Bullying in a Networked Era: A Literature Review, examines and
consolidates the findings of other studies published between 2008 and 2012.
The data focus on American youth in middle and high school. The authors Nathaniel Levy, Sandra Cortesi, Urs Gasser, Edward Crowley, Meredith
Beaton, June Casey and Caroline Nolan define bullying as having three
primary characteristics: It is intentional, involves a power imbalance between
aggressor(s) and victim, and is repetitive.
The report highlights the following findings:
Youth play a variety of roles in the bullying dynamic. Bullying
involvement can be characterized by four basic roles: (a) bully, (b) victim
(actors who both bully and are victimized by others) and (d) bystander. The
role of the bully- victim shows that those of bullies and victims are not
always clear- cut. Certain types of bullying, such as relational aggression
(both online and offline), are more likely to involve bully- victims. Certain
types of youth are more likely to be victimized, including lesbian, gay,
bisexual and transgender (LGBT) youth and youth with disabilities.
In one national study of 2,400 6-17 year olds, between 34-42%
of youths were bullied frequently in the past year... Based on nationally
representative 2001 data from the National Institute of Child Health and
Human Development of the National Institutes of Health, which surveyed 15,
686 students in the 6th to 10th grades, roughly 33% of students were involved
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in bullying as victims, bullies or both... Based in 2005-2006 data

from the School Survey on Crime and Safety, the U.S. Department of
Education found that nearly 25% of public schools principals reported
bullying to be a daily or weekly occurrence.
A survey of 5,621 youth ages 12-18 found that 64% of all
respondents who experienced offline bullying in various forms did not report
it to teachers or school officials.
School policies can guide prevention and intervention efforts by
establishing a framework for action and communicating this framework, and
the schools commitment to it, to the broader community... Zero Tolerance
and other highly punitive disciplinary approaches have been shown not to
work; a balance of consistent disciplinary action and support for students has
been a lot more effective.
CHAPTER III
RESEARCH METHODOLOGY
This chapter focuses on the strategies, the subject of the study,
and the profile of the respondents, the techniques, and instruments. The
researchers utilized the following techniques and instruments in gathering
information and primary data in this research design, the respondents, locale
of the study, instruments used, and statistical treatment.
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A. Research Design
The researchers used the descriptive method of research in order
to get the most appropriate means of evaluating the effects of bullying
among the students and its implication.
B. The Respondents
The respondents of this study are selected fourty (40) Grade Five
students of Marcela Marcelo Elementary School. Questionnaire- checklist is
the method by which researchers used in the research
C. Locale of the Study

This study was conducted at Marcela Marcelo Elementary School,
with selected students from Grade 5 who have records of either getting
bullied or being the one who bullies.
D. Instruments Used
The researchers used the questionnaire- checklist method in
order to get information for this study. The questionnaire- checklist was
employed primarily to come up with the perception of respondents
concerning the subject matter good, it was a list of planned questions related
to the research, with a space provided for indicating response to each single
question.
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E. Data Gathering Procedures
Before the researchers started collecting the information, the

researchers had already acquired a formal permission from the school. This
was done to ensure that the entire process would be supported by the school
administrator as well as the students. On February 5, 2015 the researchers
went to Marcela Marcelo Elementary School to conduct a survey in selected
Grade Five students. Firstly, the researchers introduced themselves. Second,
the researchers informed the students that all test materials were for
research purpose only and all information would remain confidential. Lastly,
the questionnaires were all explained in their mother tongue, in order for the
students to clearly understand the questions provided.
F. Statistical Treatment
All the needed data will be collected, tallied, summarized and
presented in a tabular form. Frequency counts and percentage is used in
characterizing the respondents.
The formula used is:

P F (100%) / N
Percentage Distribution Formula, wherein:
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F -Frequency of the observation under study.
N -Total number of observation under study.
P Presentation value.
G. Synthesis in Related Literature and Studies

Several literature and studies have been gathered by the
researchers which are related to bullying in different schools and the
information gathered throughout the process were used by the researchers
to explain further the different causes and effects of bullying to students in
the Elementary grade. The data was also used as a reference for finding out
the perfect questions with regards to the questionnaires used for the chosen
respondents.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter focuses on the presentation of data which have
been collected from the questionnaire of the respondents and also through
the personal efforts of the researchers to come up with this analysis.
Table I
Respondents Profile Based on Their Age and Gender
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Age
10
11
12
Total:
Male
6
Female
14
Total
20
13
1
20
5
1
20
18
2
40
Table I shows the age and gender of the respondents. As stated,

this table is divided into four (4) columns. The first column states that the
ages of the respondents range from 10-12 years old. The second and third
column contains the gender of the respondents and the last column is for the
total number of respondents. As a brief summarization, at the age of 10,
there are 6 male respondents and 14 female respondents which make a total
of 20. At the age of 11, 13 are males and 5 are females with a total of 18. At
the age of 12, there is only 1 for male and 1 for female which makes a total
of 2. The respondents involved were all chosen carefully accordingly to the
proper requirements fit to be a respondent.
Table II
Causes of Bullying (Questions #1-4)
Q.#
1
2
3
4
YES
10
11
9
17
NO
50%
55%
45%
85%
4
7
5
3
20%
35%
25%
15%
MAYBE
6
30%
2
10%
6
30%
0
0%
TOTAL
20
20
20
20
1. Out of 20 respondents. 10 people or 50% answered yes while 4 people

or 20% said no and 6 people or 30% said maybe that they are a victim
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of physical abuse. It only shows that half of them have been a

victim of physical abuse.
2. Out of 20 respondents, 11 people or 55% answered yes while 7 people
of 35% answered no and 2 people or 10% answered maybe that their
parents are overly permissive. This shows that most of them have
parents that are permissive for most occurrences.
or 25% said no and 6 people or 30% said maybe that they find
studying to be boring. This shows that most of them are uncertain with
regards to their academic performances.
or 15% said no and none or 0% said maybe that they are from a
dysfunctional family. It only shows that almost all of them are part of
broken families.
Table III
Causes of Bullying (Questions #5-8)
Q.#
5
6
7
8
YES
11
13
10
13
NO
55%
65%
50%
65%
5
4
8
3
25%
20%
40%
15%
MAYBE
4
20%
3
15%
2
10%
4
20%
TOTAL
20
20
20
20

or 25% said no and 4 people or 20% said maybe that they care for the
feelings of others.
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6. Out of 20 respondents. 13 people or 65% answered yes while

3 people or 15% said no and 4 people or 20% said maybe that have
experienced social rejection among their friends. This shows that
getting rejected by friends triggers an emotional impact to the person.
or 40% said no and 2 people or 10% said maybe that they are in good
terms with their teachers, parents and friends. It shows that half of
them still are in good terms with people disregarding them having
records of bullying.
or 15% said no and 4 people or 20% said maybe that they have
experienced getting pressured by their peers.
Table IV
Effects of Bullying (Questions #1-5)
Q.#
1
2
3
4
5
YES
10
9
13
6
6
NO
50%
45%
65%
30%
30%
6
6
3
9
9
30%
30%
15%
45%
45%
MAYBE
4
20%
5
25%
4
20%
5
25%
5
25%
TOTAL
20
20
20
20
20

or 30% said no and 4 people or 20% said maybe that they lose interest
in school and extracurricular activities.
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2. Out of 20 respondents. 9 people or 45% answered yes while 6

people or 30% said no and 5 people or 25% said maybe that the use
excuses to avoid attending classes.
problems regarding their academic performances.
or 45% said no and 5 people or 25% said maybe are afraid of going to
school alone.
or 45% said no and 5 people or 25% said maybe are always worrying
for themselves.
Table V
Effects of Bullying (Questions #6-10)
Q.#
6
7
8
9
10
YES
11
4
8
6
2
NO
55%
20%
40%
30%
10%
4
7
7
5
18
20%
35%
35%
25%
90%
MAYBE
5
25%
9
45%
5
25%
9
45%
0
0%
TOTAL
20
20
20
20
20

or 20% said no and 5 people or 25% said maybe that they often look
down on themselves.
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7. Out of 20 respondents. 4 people or 20% answered yes while 7

people or 35% said no and 9 people or 45% said maybe that they have
a lot of friends they can trust in school.
or 35% said no and 5 people or 25% said maybe that they always feel
depressed.
thoughts of committing suicide.
10.
Out of 20 respondents. 2 people or 10% answered
yes while 18 people or 90% said no and none or 0% said maybe that
they have scars, wounds and bruises.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter is about the summary of findings, conclusion and
recommendation which are all based upon the interpretation of data found in
chapter four. The answers for the statement of the problem are also found on
this chapter.
A. Summary of Findings
Table I is a record of the ages of the chosen respondents. These
respondents are fifth grade students from Marcela Marcelo Elementary
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School. The students ages ranges from 10-12 years of age. They
are from different sections and they have been chosen for they have records
from the guidance office with regards to bullying either being bullied or the
one who bullies others. Majority of the respondents who had records of
getting bullied were females, whilst all of the students who have records of
bullying were males.
Table II reveals that the family of a child plays a major role in the
childs life. Most of the respondents who had records of bullying came from
dysfunctional families and their parents are overly permissive, resulting to
the children mostly not caring for their studies. It is also revealed that most
of the respondents have been a victim of social abuse; because of this, the
emotional status of the child is triggered, causing them to vent out their
anger to other kids.
Table III shows that not only the family plays a crucial role to a
childs development but also the friends play a very important role. Table III
expresses that most of the respondents have experienced social rejection
among their friends and getting pressured by their group of friends. Getting
rejected by a friend hurts the feelings of a sensitive child, causing them to be
emotional most of the time and getting pressured makes the child feel
pressed and confused. This sooner on results to the child not having any
concern towards the feelings of others. It changes the childs perception
about friendship and this makes the child feel lonely and alone. Therefore,
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the affected child no longer cares for others and usually would get
into arguments with the parents, teachers and friends.
Table IV and V shows that there are different effects of bullying in
the life of a child. Bullying is a form of abuse; it therefore affects the life of a
child in a negative way. According to the gathered data, the respondents who
got bullied got affected in many forms. First of all is in regards to their
studying and social interaction with others, they lose interest and they
disregard studying. Their self-esteem is also brought down to a low level;
they usually get insecure of a lot of things and they feel depressed most of
the time. Options of suicide also come through their minds at times, but
because the respondents are still young, they have very sensitive feelings.
Those that got bullied often think very negatively in life and they usually see
the dark side of life. It therefore shows that bullying is a very serious case
and must not be taken lightly.
B. Conclusion
Based on the findings of the study, the following conclusions are drawn:
Bullying is a very serious case of abuse that must not be taken
lightly. Fifth graders in Marcela Marcelo Elementary School had records of
bullying. This is a form of nature that sometimes cannot be avoided. The fifth
graders that have experiences of getting bullied are usually the children who
look weak in terms of appearances.
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The family is a very important factor towards the childs

attitude. Most of the respondents who had records of being a bully came
from dysfunctional families mainly because they feel depressed that no one
in the family listens to them, therefore resulting with the child venting out his
pent up feelings to other children who seem weak and vulnerable.
C. Recommendations
Based on the findings and conclusions reached, the following
recommendations are advised:
Teachers of all levels must be supportive towards
their students. They should keep a watchful eye over every student and
should make sure that all of their students will be treated fairly and with
care.
Programs against bullying should be created in order
to prevent bullying amongst the students, hence stopping the negative
results of bullying to the students.
CHAPTER VI
BIBLIOGRAPHY
Dr. Dosani, Sabina. Bullying- Briiliant ideas for keeping your child safe
and happy.
Elliot, Michele.( 2009 ) Bullies, Cyberbullies and Frenemies
Page | 24

Tel. no. # 854-7554
http://www.gov.ph/2013/12/13/implementing-rules-and-
regulations-of-republic-act-no-10627/
http://www.slideshare.net/victoriasantos9822924/bullying-thesis
http://journalistsresource.org/studies/society/education/bullyingnetworked-era-literature-review#sthash.KUbp6EP2.dpuf
Marie, Anne. Stop Bullying How to Protect Your Child Against School
Bullies and Cyber Bullying.
QUESTIONNAIRE
DIRECTIONS: Place a check ( / ) mark to the blank provided
corresponding to your chosen answer.
EFFECTS OF BULLYING
YES
NO
MAYB
E
1. Do you loss interest in school and

extracurricular activities? (such as field
trips,
Christmas,
party
intramurals
activities, etc.)
2. Do you excuses to avoid attending
Page | 25

Tel. no. # 854-7554
classes? How many times do you

shift classes per week?
3. Do you have problems regarding your
academic performance?
4. Are you afraid of going to school, riding
the bus, walking to school, or taking part
in organized activities with peers?
5. Are you always worrying for yourself?
6. Do you often look down on yourself?
7. Do you have lots of friends you can
trust in school?
8. Do you always feel depressed?
9. Do you have thoughts of commit
suicide?
10. Do you
have
scars,
wounds
or
bruises?
QUESTIONNAIRE
DIRECTIONS: Place a check ( / ) mark to the blank provided

corresponding to your chosen answer.
CAUSES OF BULLYING
YES
NO
MAYB
E
1. Have you been a victim of physical

abuse?
2. Are your parents overly permissive?
Page | 26

Tel. no. # 854-7554
4.
3. Do you find studying boring?

Do you come from dysfunctional
family?
5. Do you care about the feelings of
others?
6. Have you experienced social rejection
among your friends?
7. Are you in good terms with your family
members/ friends/ teachers?
8. Have you been pressured by your
peers?
President, MMES Teachers Club

Sir. Mark Cua
We, the students of City University of Pasay (CUP), Bachelor of Secondary

Education (BSE I-2) are requesting for a permit to allow us to conduct a
survey among selected pupils in your school.
The questionnaire that would be given and answered by at least forty (40)
selected pupils from Grade 4 is all about bullying.
Page | 27

Tel. no. # 854-7554
Any information that they give to the researchers would be treated deeply
with the needed confidentiality.
Very Truly Yours,

BSE I-2 Group 4
Pugay, Danielle Joy L.
Zapico, Jomar O.
Soriano, Maynard D.
Saniel, Ramces Jay L.
Bornales, Gladys L.
RESEARCHERS PROFILES
Personal Information
Name: Pugay, Danielle Joy L. (Leader)

Contact: 09055651796 / 9568627
Birthday: September 11, 1997
Gender: Female
Civil Status: Single
Name: Zapico, Jomar O. (Secretary)

Contact: 09073052516
Page | 28

Birthday: June 6, 1997
Tel. no. # 854-7554
Gender: Male
Name: Soriano, Maynard D.

Contact: 8527785
Birthday: July 22, 1996
Gender: Male
Name: Saniel, Ramces Jay L.

Contact: 09071301814
Gender: Male
Name: Bornales, Gladys L

Contact: 09498395941
Page | 29

Tel. no. # 854-7554
Gender: Female
Page | 30

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City University of Pasay

Pasadena St. F.B Harrison Pasay City

A Study on the Cause

City University of Pasay

The researchers dedicate this research report to their family, teachers,

City University of Pasay

The researchers wish to acknowledge with gratitude the following

City University of Pasay

City University of Pasay

City University of Pasay

PROBLEM AND BACKGROUND

City University of Pasay

B. Background of the Study

The Philippine educational system is facing big challenges

The researchers are alarmed to the increasing number of

These different bullying issues have been a huge concern in

City University of Pasay

Tel. no. # 854-7554

To the students, because bullying is common in schools, this

Causes and Effects of Bullying Amongst Fifth Graders of Marcela

advantageous for the students to have background and knowledge on

City University of Pasay

To the parents, this study is significant for them as well because

To the teachers, the advantage of this study is for them to be

E. Statement of the Problem

This research study aspires to determine the cause and effect of

City University of Pasay

1. Who are usually involved in cases of bullying?

F. Scope and Limitations

This research was conducted to determine the status

Bully a person who uses strength or power to harm or intimidate those

City University of Pasay

Dysfunctional- it is a condition of having a poor and unhealthy

City University of Pasay

Tel. no. # 854-7554

Cause and Effect of Bullying

Kevorkian and D Antona (2008; p.12) states that today

City University of Pasay

facing kids. Given the stakes, bullying prevention is a key

City University of Pasay

Verbal harassment (p.8) this could range from teasing to

researchers have suggested that some bullies are

psychologically strongest" and have "high social standing" among their

City University of Pasay

healthy social and emotional skills.

(Hamilton, 2004) Despite occasional assertions that bullying can be positive

Mandaluyong in 2000 by UP educator and anti-

City University of Pasay

that have laws

encompassing electronic or cyber bullying activity, 32 put such offenses

City University of Pasay

A 2012 report from Harvards Berkman Center for Internet &

City University of Pasay

in bullying as victims, bullies or both... Based in 2005-2006 data

City University of Pasay

C. Locale of the Study

City University of Pasay

E. Data Gathering Procedures

Before the researchers started collecting the information, the

The formula used is:

City University of Pasay

Tel. no. # 854-7554

F -Frequency of the observation under study.