Impact of Bullying in Grade 12 Students Personal Behavior

of ACLC Ormoc of S.Y. 2020-2021

______________________________________________________________________

A Research Presented to

Senior High School

ACLC College of Ormoc

By:

Hanz Christian B. Real

Nermie Steffan Asayas

Desiree Ann Ceros

Jolyfe Eduria Pono

Ken Joseph Domanillo

 Chapter 1

Background of the Study:

Students who are repeatedly bullied may experience physical symptoms like stomach

pains, headaches, and trouble sleeping. These side effects may pair with anxiety about going to

school or participating in class which only leads to further loss of interest and reduced academic

performance. Students who are bullied often exhibit low self-confidence, frequently experiencing

depression, suicidal thoughts, and even violent outbreaks.

You may be surprised to learn that students who bully other students also experience

some negative side effects. For example, research suggests that students who bully are more

likely to engage in violent behavior, to steal or vandalize property, to smoke, to drink, to report

poor grades, and to carry a gun. The results of multiple long-term research studies suggest that

these students are also more likely to commit serious crimes later in life. Unfortunately, it is not

always easy to spot a bully. Bullies can be some of the students with the highest social skills or

the best grades – they may even be good at ingratiating themselves with administrators, teachers,

and other adults. When it is difficult to identify the bully, it is difficult for the school to take

action. Following this line of thinking, it is easy to see how this cycle might become self-

perpetuating. Students who are bullied show less academic improvement due to a fear of

standing out. As a result, teachers often identify those students as low achievers or unmotivated

learners. These students may then receive less attention from teachers which only pushes them

further down the academic rankings in their school. After reviewing the results of the study,

Juvenon suggests that perhaps the best way to reduce bullying is to provide academic support for

low-performing students.
 Once bullying becomes a problem in a school it can be difficult to eradicate in fact, you

may never get rid of it entirely. There are, however, certain steps that educators and parents can

take to minimize bullying in their schools. The first step in reducing bullying is to increase

awareness by providing education about what bullying looks like. Bullying can occur at any

grade level and it is imperative that teachers and staff have a sound definition and that they are

able to identify bullying when it occurs. It is important that the focus is placed on the negative

behaviors, not only on the students who exhibit those behaviors. Students must come to

understand the consequences of their behaviors and why they are wrong. Once the school has

created a sound definition to identify bullying behavior, a set of rules and policies must be put in

place and enforced. It must be made clear to students, teachers, and faculty that bullying

behavior will not be tolerated and there should be clear consequences for those who break the

rules. Just as important as it is to identify and punish bullying behavior, however, it is also

important that the school reward positive behaviors. The school should strive to create a safe and

healthy environment for all students by rewarding those who provide a good example of the

school’s policies in action.

There are many different types of bullying that can be experienced by children and adults

alike, some are obvious to spot while others can be more subtle. The different types of bullying

that we look at below are some of the ways that bullying could be happening.

Physical bullying. Physical bullying includes hitting, kicking, tripping, pinching and

pushing or damaging property. Physical bullying causes both short term and long-term damage.
 Verbal bullying. Verbal bullying includes name calling, insults, teasing, intimidation,

homophobic or racist remarks, or verbal abuse. While verbal bullying can start off harmless, it

can escalate to levels which start affecting the individual target.

Social bullying. Social bullying, sometimes referred to as covert bullying, is often harder

to recognize and can be carried out behind the bullied person’s back. It is designed to harm

someone’s social reputation and / or cause humiliation.

Social bullying can include:

Lying and spreading rumors, negative facial or physical gestures, menacing or

contemptuous looks, playing nasty jokes to embarrass and humiliate, mimicking unkindly,

encouraging others to social exclude someone, damaging someone’s social reputation or social

acceptance.

Cyber bullying. The Cyber Bullying Research Centre defines cyber bullying as

Intentional and repeated harm inflicted through the use of computers, phones, and other

electronic devices.

Cyber bullying can be overt or covert bullying behaviors using digital technologies

including hardware such as computers and smartphones, and software such as social media,

instant messaging, texts, websites and other online platforms.

Cyber bullying can happen at any time. It can be in public or in private and sometimes

only known to the target and the person bullying.

Cyber bullying can include:

 Abusive or hurtful texts, emails or posts, images or videos, deliberately excluding others

online, nasty gossip or rumors, imitating others online or using their log-in.

From this perspective, the researchers will undertake this study to determine the impact

of bullying of students personal behavior of ACLC Ormoc.

Theoretical/Conceptual Framework:

Bullying is a complex social dynamic that can best be understood by using various

theoretical frameworks. The current article uses social capital theory, dominance theory, the

theory of humiliation, and organizational culture theory to better understand the motivations

behind bullying behavior, bullying’s negative effects on victims, and how school culture and

climate play a role in the prevalence of bullying. Specifically, the acquisition and maintenance of

social capital and the desire for dominance are prime motivating factors for the initiation and

continuation of bullying perpetration. The lack of social capital experienced by victims serves to

maintain victims in their current role and prevents them from gaining social status. Further, the

domination used by bullies to subjugate victims results in intense humiliation that has lasting

negative effects on victims, such as anger and depression. The overall culture and climate of the

school setting impacts the prevalence and severity of bullying behavior, highlighting the need for

whole school bullying interventions. Implications for social work practice are discussed.

Bullying is one of the most pervasive issues affecting

American youth and schools. According to the 2005–2006
national Health Behavior in School-Aged Children (HBSC)
Survey, 34.4 % of U.S. students in Grades 6 through 10
reported bullying others in the past 30 days (Ha, 2015).
However, rates of verbal bullying perpetration were higher
(i.e., 37.4 %), while rates of relational bullying were
slightly lower (i.e., 27.2 %; Wang, Iannotti, & Nansel,
2009). About 27.8 % of youth reported bullying victim-
ization (School Crime Supplement; Robers, Kemp, &
Truman, 2013), however rates of specific forms of vic-
timization are higher (e.g., 41.0 % reported relational
bullying victimization and 36.5 % reported verbal bullying
victimization; Wang et al. 2009). Further, bullying is an
international problem and in a sample of 202,056 youth
from 40 countries, 26.9 % reported involvement in the
bullying dynamic (Craig et al., 2009).
Involvement in the bullying dynamic puts youth at risk
for a host of negative emotional, behavioral, social, and
educational outcomes. As compared with bullies, victims,
and bully/victims, noninvolved youth consistently report
better mental health outcomes (e.g., Lester, Cross, & Shaw,
2012; Menesini, Modena, & Tani, 2009; Pollastri, Carde-
mil, & O’Donnell, 2009). Victims and bully/victims are at
an especially high risk for anxiety and depression, while
bullies and bully/victims are at risk for negative behavioral
outcomes such as proactive and reactive aggression (Bur-
ton, Florell, & Gore, 2013; Menesini et al., 2009; Salmi-
valli & Nieminen, 2002). Due to their poor mental health
and aggression, bullies, victims, and bully/victims often
experience problematic peer relationships (Bagwell &
Schmidt, 2011; Kvarme, Helseth, Saeteren, & Natvig,
2010; Rodkin & Berger, 2008). Finally, compared to
nonvictimized youth, victims also reported lower school
connectedness (You et al., 2008) and higher levels of
Bullying is one of the most pervasive issues affecting
American youth and schools. According to the 2005–2006
national Health Behavior in School-Aged Children (HBSC)
Survey, 34.4 % of U.S. students in Grades 6 through 10
reported bullying others in the past 30 days (Ha, 2015).
However, rates of verbal bullying perpetration were higher
(i.e., 37.4 %), while rates of relational bullying were
slightly lower (i.e., 27.2 %; Wang, Iannotti, & Nansel,
2009). About 27.8 % of youth reported bullying victim-
ization (School Crime Supplement; Robers, Kemp, &
Truman, 2013), however rates of specific forms of vic-
timization are higher (e.g., 41.0 % reported relational
bullying victimization and 36.5 % reported verbal bullying
victimization; Wang et al. 2009). Further, bullying is an
international problem and in a sample of 202,056 youth
from 40 countries, 26.9 % reported involvement in the
bullying dynamic (Craig et al., 2009).
Involvement in the bullying dynamic puts youth at risk
for a host of negative emotional, behavioral, social, and
educational outcomes. As compared with bullies, victims,
and bully/victims, noninvolved youth consistently report
better mental health outcomes (e.g., Lester, Cross, & Shaw,
2012; Menesini, Modena, & Tani, 2009; Pollastri, Carde-
mil, & O’Donnell, 2009). Victims and bully/victims are at
an especially high risk for anxiety and depression, while
bullies and bully/victims are at risk for negative behavioral
outcomes such as proactive and reactive aggression (Bur-
ton, Florell, & Gore, 2013; Menesini et al., 2009; Salmi-
valli & Nieminen, 2002). Due to their poor mental health
and aggression, bullies, victims, and bully/victims often
experience problematic peer relationships (Bagwell &
Schmidt, 2011; Kvarme, Helseth, Saeteren, & Natvig,
2010; Rodkin & Berger, 2008). Finally, compared to
nonvictimized youth, victims also reported lower school
connectedness (You et al., 2008) and higher levels of
Bullying is one of the most pervasive issues affecting
American youth and schools. According to the 2005–2006
national Health Behavior in School-Aged Children (HBSC)
Survey, 34.4 % of U.S. students in Grades 6 through 10
reported bullying others in the past 30 days (Ha, 2015).
However, rates of verbal bullying perpetration were higher
(i.e., 37.4 %), while rates of relational bullying were
slightly lower (i.e., 27.2 %; Wang, Iannotti, & Nansel,
2009). About 27.8 % of youth reported bullying victim-
ization (School Crime Supplement; Robers, Kemp, &
Truman, 2013), however rates of specific forms of vic-
timization are higher (e.g., 41.0 % reported relational
bullying victimization and 36.5 % reported verbal bullying
victimization; Wang et al. 2009). Further, bullying is an
international problem and in a sample of 202,056 youth
from 40 countries, 26.9 % reported involvement in the
bullying dynamic (Craig et al., 2009).
Involvement in the bullying dynamic puts youth at risk
for a host of negative emotional, behavioral, social, and
educational outcomes. As compared with bullies, victims,
and bully/victims, noninvolved youth consistently report
better mental health outcomes (e.g., Lester, Cross, & Shaw,
2012; Menesini, Modena, & Tani, 2009; Pollastri, Carde-
mil, & O’Donnell, 2009). Victims and bully/victims are at
an especially high risk for anxiety and depression, while
bullies and bully/victims are at risk for negative behavioral
outcomes such as proactive and reactive aggression (Bur-
ton, Florell, & Gore, 2013; Menesini et al., 2009; Salmi-
valli & Nieminen, 2002). Due to their poor mental health
and aggression, bullies, victims, and bully/victims often
experience problematic peer relationships (Bagwell &
Schmidt, 2011; Kvarme, Helseth, Saeteren, & Natvig,
2010; Rodkin & Berger, 2008). Finally, compared to
nonvictimized youth, victims also reported lower school
connectedness (You et al., 2008) and higher levels of
Bullying is one of the most pervasive issues affecting
American youth and schools. According to the 2005–2006
national Health Behavior in School-Aged Children (HBSC)
Survey, 34.4 % of U.S. students in Grades 6 through 10
reported bullying others in the past 30 days (Ha, 2015).
However, rates of verbal bullying perpetration were higher
(i.e., 37.4 %), while rates of relational bullying were
slightly lower (i.e., 27.2 %; Wang, Iannotti, & Nansel,
2009). About 27.8 % of youth reported bullying victim-
ization (School Crime Supplement; Robers, Kemp, &
Truman, 2013), however rates of specific forms of vic-
timization are higher (e.g., 41.0 % reported relational
bullying victimization and 36.5 % reported verbal bullying
victimization; Wang et al. 2009). Further, bullying is an
international problem and in a sample of 202,056 youth
from 40 countries, 26.9 % reported involvement in the
bullying dynamic (Craig et al., 2009).
Involvement in the bullying dynamic puts youth at risk
for a host of negative emotional, behavioral, social, and
educational outcomes. As compared with bullies, victims,
and bully/victims, noninvolved youth consistently report
better mental health outcomes (e.g., Lester, Cross, & Shaw,
2012; Menesini, Modena, & Tani, 2009; Pollastri, Carde-
mil, & O’Donnell, 2009). Victims and bully/victims are at
an especially high risk for anxiety and depression, while
bullies and bully/victims are at risk for negative behavioral
outcomes such as proactive and reactive aggression (Bur-
ton, Florell, & Gore, 2013; Menesini et al., 2009; Salmi-
valli & Nieminen, 2002). Due to their poor mental health
and aggression, bullies, victims, and bully/victims often
experience problematic peer relationships (Bagwell &
Schmidt, 2011; Kvarme, Helseth, Saeteren, & Natvig,
2010; Rodkin & Berger, 2008). Finally, compared to
nonvictimized youth, victims also reported lower school
connectedness (You et al., 2008) and higher levels of
Bullying is one of the most pervasive issues affecting
American youth and schools. According to the 2005–2006
national Health Behavior in School-Aged Children (HBSC)
Survey, 34.4 % of U.S. students in Grades 6 through 10
reported bullying others in the past 30 days (Ha, 2015).
However, rates of verbal bullying perpetration were higher
(i.e., 37.4 %), while rates of relational bullying were
slightly lower (i.e., 27.2 %; Wang, Iannotti, & Nansel,
2009). About 27.8 % of youth reported bullying victim-
ization (School Crime Supplement; Robers, Kemp, &
Truman, 2013), however rates of specific forms of vic-
timization are higher (e.g., 41.0 % reported relational
bullying victimization and 36.5 % reported verbal bullying
victimization; Wang et al. 2009). Further, bullying is an
international problem and in a sample of 202,056 youth
from 40 countries, 26.9 % reported involvement in the
bullying dynamic (Craig et al., 2009).
Involvement in the bullying dynamic puts youth at risk
for a host of negative emotional, behavioral, social, and
educational outcomes. As compared with bullies, victims,
and bully/victims, noninvolved youth consistently report
better mental health outcomes (e.g., Lester, Cross, & Shaw,
2012; Menesini, Modena, & Tani, 2009; Pollastri, Carde-
mil, & O’Donnell, 2009). Victims and bully/victims are at
an especially high risk for anxiety and depression, while
bullies and bully/victims are at risk for negative behavioral
outcomes such as proactive and reactive aggression (Bur-
ton, Florell, & Gore, 2013; Menesini et al., 2009; Salmi-
valli & Nieminen, 2002). Due to their poor mental health
and aggression, bullies, victims, and bully/victims often
experience problematic peer relationships (Bagwell &
Schmidt, 2011; Kvarme, Helseth, Saeteren, & Natvig,
2010; Rodkin & Berger, 2008). Finally, compared to
nonvictimized youth, victims also reported lower school
connectedness (You et al., 2008) and higher levels of
The most pervasive issues affecting American youth and schools. According to the 2005–

2006 national Health Behavior in School-Aged Children (HBSC)Survey, 34.4 % of U.S. students

in Grades 6 through 10reported bullying others in the past 30 days (Ha, 2015). However, rates of

verbal bullying perpetration were higher (i.e., 37.4 %), while rates of relational bullying were

slightly lower (i.e., 27.2 %; Wang, Iannotti, & Nansel,2009). About 27.8 % of youth reported

bullying victimization (School Crime Supplement; Robers, Kemp, &Truman, 2013), however

rates of specific forms of victimization are higher (e.g., 41.0 % reported relational bullying

victimization and 36.5 % reported verbal bullying victimization; Wang et al. 2009). Further,

bullying is an international problem and in a sample of 202,056 youth from 40 countries, 26.9 %

reported involvement in the bullying dynamic (Craig et al., 2009).

 Involvement in the bullying dynamic puts youth at risk for a host of negative emotional,

behavioral, social, and educational outcomes. As compared with bullies, victims and

bully/victims, noninvolved youth consistently report better mental health outcomes (e.g., Lester,

Cross, & Shaw,2012; Menesini, Modena, & Tani, 2009; Pollastri, Carde-mil, & O’Donnell,

2009). Victims and bully/victims are atan especially high risk for anxiety and depression, while

bullies and bully/victims are at risk for negative behavioral outcomes such as proactive and

reactive aggression (Bur-ton, Florell, & Gore, 2013; Menesini et al., 2009; Salmi-valli &

Nieminen, 2002). Due to their poor mental health and aggression, bullies, victims, and

bully/victims often experience problematic peer relationships (Bagwell &Schmidt, 2011;

Kvarme, Helseth, Saeteren, & Natvig,2010; Rodkin & Berger, 2008). Finally, compared to non-

victimized youth, victims also reported lower school connectedness (You et al., 2008) and higher

levels of school dissatisfaction (Dulmus, Sowers, & Theriot, 2006). Given the large number of

youth involved in the bullying dynamic coupled with the devastating consequences of this

involvement, it is vital for researchers, practitioners, and school personnel to understand what

motivates bullying behavior as well as the detrimental effects on victims. Theory is a useful tool

to illuminate the social process of bullying.

Bullying has become a national epidemic and the behavior of bullying can be examined

by looking at it through the lens of Social Learning theory. According to the social learning

theory as described in Berger, (2015) it's an extension of behaviorism that emphasizes the

influence that other people have over a person's behavior, stating that every person learns

through observation and imitating other people's behavior. This means the bulling behavior was

learned by his/her imitation of someone else or a group of other people. According to (Swearer,

Wang, Berry & Myers, 2014)

 Social learning theory also knows as social cognitive theory can be used to explained

aggressive bullying behaviors, for example youth who are exposed to domestic violence in the

home are more likely to bully others than those who aren't exposed to domestic violence and the

same goes with children who socialize with aggressive peers: they are more likely to show

aggressive behaviors toward others than those who do not socialize with aggressive peers. It is

apparent that students who bully others is a result of what they see or what is being done to them.

They are hurting and the root is unresolved emotional issues from witnessing violence in their

homes or from their peers or both.

Social Dominance Theory: A Motivation for Bullying Behavior. Although Social

Dominance Theory (SDT; Sidanius & Pratto, 1999) and dominance theory (Long &

Pellegrini,2003) are closely aligned, SDT focuses on group-based social hierarchies whereas

dominance theory centers on individual-based social hierarchies. The fundamental tenant of SDT

argues that all societies consist of group-based social hierarchies that are based on gender (e.g.,

males have more power than females), age (e.g., adults have more power than children), and an

arbitrary-set system (e.g., socially significant group differences such as ethnicity or social class

that create hierarchies; Sidanius & Pratto, 1999). These group-based social hierarchies are

formed through the mechanisms of oppression, discrimination, and injustice. Dominant groups

oppress less-powerful groups to form a hierarchy with one or a few dominant groups at the top

while subordinate groups are forced to the bottom. The dominant group possesses a

disproportionate amount of ‘‘…positive social value, or all those materials and symbolic things

for which people strive’’ (Sidanius & Pratto, 1999, p. 31), whereas the sub-ordinate groups

possess disproportionate amounts of negative social value. In group-based social hierarchies, the
social status and power that individuals possess is derived from their group membership rather

than individual characteristics (Sidanius & Pratto, 1999).

Types of Bullying
Bullying behavior
Physcial can cause to
Verbal someone a anxiety, Personal Behavior
Cyber relationship issue
Social and etc.
Figure 1: A schema showing the conceptual flow of the study that relates to the relationship

between bullying and personal behavior.

Statement of the Problem

The study aimed to determine the effect of impact of bullying of the students personal

behavior in ACLC Ormoc.

Specifically, it sought to answer the following questions:

1. What type of bullying you’ve been encounter?

2. What do adults do when they see bullying?

3. Is there significant relationship between bullying to the personal behaviour of the students?

Research Hypothesis:

There is a significant relationship between the impact of bullying and personal behaviors

of a students.

Significance of the study:

The findings of this study may be significantly produced good results to the specific

group of people:
 Students. Is the bully might feel relieve in coping his/her miserable life. To the person

who are bullied first it can create depression and loss of self-confidence, and some other negative

effects to him/ her. But if he/ she will be monitored and be given a proper motivation to cheer up,

this develops a strong self-confidence and the person will learn to fight to defend himself or

herself. He/she will become strong to show the bully that he or she is not weak as they think. In

fact, the situation really depends on how the person being bullied react to the situation but as

long as they have someone to guide them, to show the positive sides of the situation, they can

stand strong well motivated to all beautiful things in life. Besides, bullying can be prevented by

the students and this has to be handled by parents and school.

Parents. This can open up their mind on how to handle the situation on taking good care

of their child. This will open their mind to know how their children are doing in school, this will

develop deeper relationship between parents and children. To the parents that their child is a

bully, they come to realize how they brought up their child. To the parents that their child is

bullied this will lead them to discover what more they can offer to show their children their love

and protection.

Teachers. This will lead them to be more vigilant on their responsibility as second parent

of their students. The situation will lead them to discover how to handle the situation to protect

their students, their patience and way of disciplinary action can be measured and this will result

to a prudent decision to handle a sound judgement.

Future Researchers. They may confirm some of the finding of this research that may

lead them to undergo other similar researches.

Scope and Delimitation:

 This study determined the relationship between the impact of bullying and personal

behavior of grade 12 students of ACLC College of Ormoc in the school year of 2020-2021.

Definition of Terms:

In order to facilitate understanding, the terms are defined the social learning and social

dominance theory:

Social learning theory – can use the theory to understand how aggressiveness and

violence can be transferred through observational learning. The theory can further be used to

investigate how positive role models can foster desirable behaviors and promote social change.

Social Dominance theory – use of force and institutional discrimination and emphasizes

the important role of legitimizing myths both for disguising and for legitimizing oppressive

actions and institutional discrimination.

Chapter 2

Related Literature

This chapter presents the related literature and studies of the impact of bullying of the

personal behavior of a students. This will also present the synthesis of the art, theoretical

framework, and conceptual framework to fully understand the research to be done and lastly the

definition of terms for better comprehension of the study.

 Many people must realize that the bully has a reason for acting in such a well. This

aggressive behavior can result from lack of support from parents or being exposed to physical

aggression at a home setting. If an intervention is not done for this bully, then he or she may be

more prone to be a criminal. Victims of bullying can suffer from social and emotional

development. These victims may have a hard time making lasting relationships with peers due to

fear of being bullied again. Also, victims often try to mask the fact they are being bullied when it

truly hurts their feelings.

"Previously, the experiments were performed by dozens of people. Now, with this

platform, it is possible to significantly increase the volume of participants in the study, as well as

being able to test using the heterogeneous population; this also allows us to record much more

specific data on how the participants behave during the experiment. This has opened up the door

to setting up much more complex tests than those that have been carried out so far in this field",

says Jordi Duch.

In the same way, the research results shed light in relation to what moves the collective or

individual interest in the processes of negotiation, and as such, it is useful for the management of

business, organizations or for political reformulation. Furthermore, it also serves to open the door

to improving machinery, to make "robots more humanized", concludes Anxo Sanchez.

Conceptual Literature

This chapter present the relationship between bullying and personal behavior of a student.

Bullying. Is a repeated unwanted aggression between individuals causing an imbalance in

power and control of a situation. Bullying occurs in every school whether it might be physically,

socially, and/or verbally. An example of being physically bullied would be being punched or hit.
Social bullying occurs when someone is excluded purposely from a group. And being verbally

bullied happens when there is name calling or rumors being spread.

Personal behavior is the potential and expressed capacity (mentally, physically,

and socially)of human individuals or groups to respond to internal and

external stimuli throughout their life. While specific traits of one's personality, temperament,

and genetics may be more consistent, other behaviors change as one moves between life stages

from birth through adolescence, adulthood, and, for example, parenthood and retirement.

Behavior is also driven, in part, by thoughts and feelings, which provide insight into

individual psyche, revealing such things as attitudes and values. Human behavior is shaped

by psychological traits, as personality types vary from person to person, producing different

actions and behavior. Extraverted people, for instance, are more likely than introverted people to

participate in social activities like parties.

The behavior of humans (just as of other organisms) falls upon a spectrum, whereby

some behaviors are common while others unusual, and some are acceptable while others beyond

acceptable limits. The acceptability of behavior depends heavily upon social norms and is

regulated by various means of social control, partly due to the inherently conformist nature of

human society in general. Thus, social norms also condition behavior, whereby humans

are pressured into following certain rules and displaying certain behaviors that are

deemed acceptable or unacceptable depending on the given society or culture.

Personal Behavior is studied by the social sciences, which include psychology, sociology,

economics, and anthropology. In sociology, behavior may broadly refer to all basic human

actions, including those that possess no meaning actions directed at no person. Behavior in this

general sense should not be mistaken with social behavior. 

 Social behavior, a subset of human behavior that accounts for actions directed at others,

is concerned with the considerable influence of social interaction and culture, as well

as ethics, social environment, authority, persuasion, and coercion.

Bullying is an ongoing and deliberate misuse of power in relationships through repeated

verbal, physical and/or social behavior that intends to cause physical, social and/or psychological

harm. It can involve an individual or a group misusing their power, or perceived power, over one

or more persons who feel unable to stop it from happening.

Bullying can happen in person or online, via various digital platforms and devices and it

can be obvious (overt) or hidden (covert). Bullying behavior is repeated, or has the potential to

be repeated, over time (for example, through sharing of digital records).

Bullying of any form or for any reason can have immediate, medium and long-term

effects on those involved, including bystanders. Single incidents and conflict or fights between

equals, whether in person or online, are not defined as bullying.

The study is based on an experiment organized by Barcelona City Council and the

Barcelona Citizen Science Office, within the framework of the DAU festival, also in Barcelona.

"One of main principles of this study is the fact that the experiment has been developed in such a

way to encourage the participation of citizens within the framework of one of the city’s public

activities,” explains Josep Perelló, leader of the group, Open Systems in the Condensed Matter

Physics Department at Universitat de Barcelona, and also coordinator of the Barcelona Citizen

Science Office. In this sense, "the results have been shared with the participants, thus, the

subjects of the study become active participants in the research", concludes the researcher.
 "The really funny thing is that the classification was made by a computer algorithm

which could have obtained a larger number of groups, but which has, in fact, produced an

"excellent "rating in four personality types," explains Yamir Moreno. Jordi Duch, a researcher at

Universitat Rovira i Virgili in Tarragona, and one of the authors of this study, goes on to explain,

"This type of classification algorithm has previously been used with success in other fields, such

as biology. However, its application to the study of human behavior is quite revolutionary, given

that previous works prefixed the behaviors expected before the experiment was carried out,

instead of allowing an external system to then automatically give us information about which

groupings were most logical.” This is of capital importance because it isn’t something imposed

by the researchers. The objective of using mathematics was precisely to guarantee impartiality,”

adds Anxo Sánchez.

Bullying behavior is a serious problem among school-age children and adolescents; it has

short- and long-term effects on the individual who is bullied, the individual who bullies, the

individual who is bullied and bullies others, and the bystander present during the bullying event.

In this chapter, the committee presents the consequences of bullying behavior for children and

youth. As referenced in Chapter 1, bullying can be either direct or indirect, and children and

youth may experience different types of bullying. Specifically, the committee examines physical

(including neurobiological), mental, and behavioral health consequences. The committee also

examines consequences for academic performance and achievement and explores evidence for

some of the mechanisms proposed for the psychological effects of bullying. When applicable, we

note the limited, correlational nature of much of the available research on the consequences of

bullying.
Chapter 3

The research method and procedure for this study are presented in this chapter. It covers

the research design, the research environment, the study's research respondents, the research

instrument to be used, the data gathering procedure, and the statistical treatment of the data.

Research Design
 This chapter concentrates on the discussion of the research methods and procedures

adhered to by the researcher in order to answer systematically the impact of the student’s

personal behavior in bullying.

Research Environment

The researchers conducted only through social medias because of this so-called pandemic

there's no face to face in terms of conducting a research. The researchers chose random persons

or relatives on social media just to answer. But only Grade 12 and Gr. 10 students only.

The students of other schools immediately giving us answers just by sending through

Messenger, Gmail and etc. The study manipulated the effect of their personal behavior of the

students.

Research Respondents

The research respondents in this study consist of 50 Grade 12 students of ACLC College

of Ormoc, Leyte during the school year 2020-2021.

Research Instruments

The instrument usually used with the following: Questionnaire was change into the

different form to gather data regarding to the profile of the victims in bullying. It was a check-
response type to bring about convenience in answering the questions. It corresponds of two

important parts, the profile and the problems met by the respondents.

Data Gathering Procedure

The survey was created using suitable questions modified from related research and

individual questions formed by the researchers. Likert scale was used to determine if the

respondents agreed or disagreed in a statement. Copies were distributed with the 50 respondents

of ACLC College of Ormoc. Participants were given time to respond and then the researchers

collected the survey questionnaires after they finished to answer. The data gathered from this

research instrument was tallied and computed for interpretation according to the frequency of

items checked by the participants.

Statistical Tools

In getting the personal behavior level of the students, the formula of getting the range of

scores was used, where the lowest possible score was 1 and the highest possible score was 6.

The frequency-distribution of student’s personal behavior level scores was categorized

into three levels: not influence, slightly influence, and highly influence. The distribution was

calculated based on the Mi score and SDi.

The categorization of the personal behavior of the students are presented below:

Range Interpretation

1.00- 2.85 Not Influence

2.86- 4.5 Slightly Influence
4.51- 6.00 Highly Influence
 The relative frequency or percentage of the students’ scores of the impact of bullying was

computed to determine the level of their personal behavior, as follows:

Scores Interpretation

0-17 Poor
18-34 Good

35-50 Excellent

This study used the following statistical tools:

a. The weighted mean was used to determine the level of personal behavior and impact

of bullying of the students and;

b. Pearson's correlation (Pearson r) was used to determine if there is a significant

relationship between personal behavior and impact of bullying and the level of

significance was tested using ∝ = 0.05.