The Impact of Bullying in Junior High School: Vinanua, Leanne Ericka

THE IMPACT OF BULLYING IN JUNIOR
HIGH SCHOOL
A RESEARCH Presented of the

Senior High School Department of
Christian Samaritan School
By
Leader: Pilapil, Sanshi Mae B.
Member: Vinanua, Leanne Ericka
GROUP 7 HUMSS 11.
PRACTICAL RESEARCH 1
FEBRUARY 2021
CHAPTER 1
INTRODUCTION
School as a learning environment is not exempted with
bullying. Students have experienced physical and verbal
forms of bullying even inside the campus which greatly
affect their morale as an individual, their motivation, and
passion for learning. In the junior high school level, campus
bullying is still very rampant despite the expectation that at
this stage, students are already mature enough in terms of
their attitudes and behaviors towards people around them.
Philippine Republic Act No. 10627 otherwise known as Anti-
bullying Act of 2013 defines bullying as ― any slanderous act
or statement of accusation that causes the victim emotional
distress like directing foul language or profanity at the
target, name-calling, tormenting and commenting negatively
on victim‘s looks, clothes, and body‖. Bullying has become
a pervasive problem in the United States. According to the
National Center for Education Statistics, nearly a third of all
students aged 12 - 18 reported having been bullied at
school in 2007, some almost daily. Fifty-six percent of
students have personally witnessed some type of bullying
at school. In the school year 2008–2009, students ages,
28.0 percent of students ages 12 through 18, reported they
were bullied at school, and 6.0 percent, reported they were
cyber-bullied anywhere whether on or off school property
(Siddiqui, 2018). In the Philippines, a survey conducted
revealed that bullying or abuse is experienced by one in two
Filipino school children. This was backed up with an
Australian newspaper stating that 50 percent of Filipino
students are being bullied in school. Also, the students in
the Philippines had led the record of different types of
bullying which include being made fun of or being called
names, left out of activities by others and made to do things
the student did not want to (Ancho & Park, 2013). Davao
City Health Office also reported that bullying in school is a
major concern since it exists in almost every school there is
in Davao City. This unwanted act is prevalent not only in
private educational institutions but also in public schools.
The Office encouraged the Department of Education to also
look into their backyards and do what is necessary
(Sumalinog, 2015). In the school where the researcher is
assigned, report of bullying incidence is very evident and
alarming because of its high frequency. Every week, a lot of
cases are settled in the office of prefect of discipline and guidance office.
Worst cases are brought to the principal‘s
office. I find it disturbing on the part of the adviser and the
concerned subject teacher every time that there are
problems with bullying which needed to be settled. Thus,
this study was conducted in order to have a deeper
understanding about the experiences of students about
bullying in the school and that somehow it will soon beaddressed.
Besides, there is no existing study conducted to the Cluster 6 Tugbok
Secondary Schools, Davao City.
BACKGROUND OF THE STUDY
This study explored the different experiences of bullying in

the campus including its effects and consequences to
victims, their coping mechanisms and insights learned. The
experiences of the participants may serve as lessons to all
students, teachers, parents and the entire community in
order to be aware of the negative effects of bullying to both
the victims and bullies. Through this study, preventive
measures could be possibly discovered which may
minimize, if not eliminate, bullying inside the school
premises. Findings of this research could lead to a better
understanding of campus bullying that would encourage
school administrators, guidance counselors, teacher-
advisers and subject teachers formulate policies in
addressing the said problem. Once bullying is carefully
dealt with, students may be motivated to learn and
eventually academic standings would be improved.
PURPOSE OF THE STUDY

The purpose of this qualitative case study was to describe
the campus bullying experiences of junior high school
students, their problems encountered, their emotional
struggles, their coping strategies and even their insights
and realizations that would be useful in making
interventions in the future.
CENTRAL QUESTION:
1. What kind of strategic way/s does the school needed

To lessen the bullying?
2. Does bully realize something after bullying a person?
3. What to do in order to decrease the numbers of bully?
SUB QUESTIONS:
1. What experiences does the person who gets bully?
2. What are the coping mechanisms to the students who get experience
bully?
3. What realizations does the bully get when he/she tried to bully
someone?
Significance of the study
The research importance stems from the importance of the topic it deals
with, which is considered very important for many parties. Moreover it will
enable those concerned know how to deal with the problem of bullying and
its obvious consequences on school students achievement. It also enables
the victims to know how to avoid being bullied.
Scope and limitation of the study

This research about “The impact of bullying in junior high school” This
qualitative study was focused on 8 students with special needs on their daily
lives. A greater population, over a longer period of time would facilitate
appropriate generalization. A longer period of observational training for the
researchers would add the reliability of behavioral documentations. This will
most assuredly lead to other emergent themes. A focused study of the
victim/bully may lead to greater insight into the transitions from one persona
to another. Studies examining the integration of knowledge into curricular
units would also provide information regarding the efficacy of curricular
modifications to address bullying.
REFERENCES
[1] Ancho, I. V. & Park, S. (2013). School Violence in

the Philippines: A study on Programs and Policies.
Advanced Science and Technology Letters, 36
(Education 2013), 27-31.
[2] Andreou, E. (2001). Bully/victim problems and their
association with coping behaviour in conflictual
peer interactions among school-age children.
Educational Psychology, 21(1), 59-66.
[3] Banzon-Librojo, L. A., Garabiles, M. R., &
Alampay, L. P. (2017). Relations between harsh
discipline from teachers, perceived teacher
support, and bullying victimization among high
school students. Journal of adolescence, 57, 18-
22.
[4] Ary, D., Jacobs, L.C., & Razavieh, A. (2002).

th
Introduction to research in education (6 ed.).
USA: Wadsworth Group.
[5] Bittencourt, A.A., Ganzo de Castro, D.R. ., Alves,
G.G., Palazzo, L., Monteiro, L., Vieira, P.C., &
Freddo, S. L. (2009). Feelings of discrimination
among students: prevalence and associated
factors. Rev. Saude Publica, 43(2).
[6] DepED Order No. 55, s. 2013 - Implementing
Rules and Guidelines of Republic Act No. 10627
Otherwise Known as the Anti-Bullying Act of 2013.
[7] Gordon, S. (2018). Six types of bullying every
parent should know about. Retrieved on November
25, 2018
[8] Naylor, P., & Cowie, H. (1999). The effectiveness
of peer support systems in challenging school
bullying: the perspectives and experiences of
teachers and pupils. Journal of adolescence, 22(4),
467-479.
[9] Denzin, N.K., & Lincoln, Y.S. (2000). Handbook of
nd
qualitative research (2 ed.). Thousand Oaks,
CA:Sage Publications.
[10] Creswell, J.W. (2008). Educational research:
Planning, conducting, and evaluating quantitative
rd
and qualitative research (3 ed.). Upper Saddle
River. NJ: Pearson Prentice Hall.

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THE IMPACT OF BULLYING IN JUNIOR

A RESEARCH Presented of the

GROUP 7 HUMSS 11.

BACKGROUND OF THE STUDY

This study explored the different experiences of bullying in

PURPOSE OF THE STUDY

1. What kind of strategic way/s does the school needed

Scope and limitation of the study

[1] Ancho, I. V. & Park, S. (2013). School Violence in

[4] Ary, D., Jacobs, L.C., & Razavieh, A. (2002).

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