PROJECT PROFILE

Project Title: The Effects of Bullying in the Academic Performance of Grade 10

Students in Cantilan National High School

Name of proponent: Ellyrose Grace A. Azarcon

Paul Tristan B. Penecitos
Orlando Gamboa
Gibson N. Ampo
Jemry M. Ason
Michael M. Arienza
Ana B. Arienza
Jessa Ambray
Alyana Duero

Region: Caraga Division: Surigao del Sur

School: Cantilan National High School Grade Level: 12
Project Duration: 2 Months
Email Address: elyyrosea4@gmail.com
Gamboa.orlando182303@gmail.com

Contact Number: 09514535219, 09308116441

CATEGORIES OF RESEARCH THEME

___ Robotics and Intelligent Machines ___ Renewable Energy
___ Mathematics and Computational Sciences ___ Cyber Security
___ others ___ Others
___ Individual
___ Team
 EXECUTIVE SUMMARY

Bullying is an ongoing problem in the academic setting, impacting both students and faculty

alike. It has been linked to lower academic performance, absenteeism, and decreased self-

esteem. Additionally, bullying can lead to long-term psychological effects, such as depression

and anxiety. To address this issue, schools should create a safe and supportive learning

environment, provide ongoing education and training to students and staff, and implement anti-

bullying policies. Furthermore, it is important to ensure that students who are victims of bullying

are given the appropriate support and resources to help them cope.

Bullying has long been known to have a negative effect on academic performance. Studies

have shown that victims of bullying are more likely to have lower grades, higher rates of

absenteeism, and more difficulty concentrating. In addition, bullying can cause victims to have a

higher risk of developing mental health issues such as depression and anxiety. Furthermore,

bullying can also lead to a cycle of negative behaviors, such as retaliation and aggression,

which can further lead to a decrease in academic performance. Ultimately, it is important for

educators, parents, and peers to be mindful of the potential effects of bullying and to provide

support and resources to those who may be suffering from its negative effects.
 INTRODUCTION

Bullying is not just done by one person but it may be done in form of group just to

Isolate one other person to make they look strong and be praised by the bystanders or

the witness of bullying. And these bystanders I some cases are also the next victim

of bullying. Academic studies are the first aspect that is directly influenced by bullying

thus, it makes the student live in fear, feel week and affect their personality and self-

confidence and if bullying deteriorates for some person, it may result to unable study

might hate going to school. Furthermore, they will not just unable to study but they also miss

the opportunity of having friends and fun with theme therefore, they will gain academic

performance and low education attainment.

According to Kibriya et al. (2015) bullying is important is an important issue that could affect

performance in school, which is often overlooked. And also, according to Fante (2005), bullying

is situation which is characterized by intention verbal or physical abuse, made respectively, by

one or more students against one or more peers.

A student is inevitable to be bullied regardless of gender, race and wealth. Bullying can affect

everyone including the bully, the bullied and those witness of the bullying. It is one of the

dangerous abuses to students. Bullying is linked to many different negative outcomes including

impacts on mental health, socially alienated and worst suicide. Bullying is the assertion of

dominance over someone. It has been long period of time and bullying is still reoccurring and
deteriorates. In our school, bullying occurs in all areas. It can occur nearly every part within the

school promises, it often occurs I recess, hallways, social halls, buses, bathrooms, and classes

the requires group work.

The research well observe how bullying is direct proportion on influencing the academic

behavior of a students, as the case maybe, it well adverse effects in the near future, if not aided.

In this premise the goal of the research is to examine students and to determine the effect of

bullying to the students towards their academic behavior.

 THEORITICAL FRAMEWORK

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.

OBJECTIVES:

Determine how big is the effect of bullying on students.

Determine how bullying affects the grade 10 student and

How is affects towards their academic performance.

 REVIEW AND RELATED LITERATURE

Felipe resenden Oliveira (2018)This research measures the effect of bullying in math scores

of students in the city of Recife, Pernambuco, Brazil. The results suggest that bullying has a

negative impact on performance in mathematics and that social emotional skills can help

students deal with bullying. The methodology applied is Propensity Score Matching (PSM) to

compare students who reported having suffered bullying with a control group, consisting of

students who did not suffer bullying. Several econometric techniques were used to circumvent

endogeneity problems. The sensitivity analysis indicated potential problems of omitted

variables.

Júlia Sbroglio Rizzotto(2015)The present study aims to analyze the impact of the different

dimensions of bullying (physical, psychological and indirect) on the school performance of

Brazilian students. For this analysis, data from the Programmed for International Student

Assessment (PISA) from the year of 2015 were used. The methodology applied was the

Propensity Score Matching (PSM), the Inverse Probability-Weighted Regression-Adjustment

(IPWRA) and the categorical multivalued treatment known as Generalized Propensity Score

(GPS). The results show that physical bullying (being spanked and having belongings

destroyed) is harmful for the students’ academic performance. Psychological bullying (having

gossip spread, being made fun of, and being threatened), however, did not negatively impact

the grades. When considering the frequency (weekly, monthly, or annual) of bullying in the

model, it is observed that, among the different dimensions of aggression, the effect on the

grades of Brazilian students is both increasing and negative. Bullying causes several

consequences to students in addition to the decrease of school performance since it can result
in school evasion and sometimes difficulties in the labor market. Thus, studying this

phenomenon, by means of school behavior, is an important subject for the society.

Syahruddin (2015)

This research is about bullying problems at schools in South Sulawesi, Indonesia. The focus

of the study includes three variables namely types of bully, effects of bully and social support

extended to victims. This is a quantitative study which uses questionnaire as its data collection

instrument in order to address the designated research questions. The questionnaire has been

validated and improved through comments from experts, pilot study and Rasch Model Analysis.

A total of 545 students from six districts of South Sulawesi Indonesia which include Pangkep,

Maros, Gowa, Tator, Luwu and Palopo were involved in this study. They were students who

have been bullied at schools. Descriptive analysis shows that in the analysis of types of bullying,

verbal bullying is the most common type of bullying experienced by the students followed by

social bullying, physical bullying and cyberbully. Whereas the analysis of effects shows that

depression is experienced by most of the students followed by low self-esteem, anxiety, low

academic achievement and feeling shy. Analysis on social support shows that teachers are the

main sources of social support for the students followed by parents and classmates. Analysis of

correlation shows that there are significant relationships recorded between bullying types,

bullying effects and social support. The regression analysis shows that the tested variables of

bullying types, bullying effects and social support significantly predict a safe school

environment. This study has proposed a Safe School Model for South Sulawesi schools in

Indonesia. Several other suggestions are also presented Regarding the psychological sources

behind the aggressor's behaviour, empirical evidence suggests that there are 3 interrelated

motives: i) bullies seem to enjoy power and dominance; ii) they may have developed a certain

degree of hostility towards the environment due to their family context; iii) there is a certain
degree of exploitation in action since they tend to coerce their victims into giving money and

other items of value, as a form of trophy (Dan Olweus, 1980, 1993, 2019). Rigby (2003) states

that some people believe bullying is advantageous in that other actors show admiration for the

bully and that position allows them to get what they want. Cerezo (2009) raises a series of

environmental factors that condition the asymmetric relationship. In the case of bullies, factors

that can generate a greater predisposition to negative behavior are the existence of a certain

degree of family conflict, low level of affective, violent models (violent parents, victimization

among siblings, history of school bullies in the family), self-protection and social status afforded

within school as a collateral effect of the aggressive attitude. In the case of the individual being

bullied, factors that can further aggravate the victim profile are over-zealous family control, over

protection, violent family models which naturalize negative attitudes, helplessness or 8 a

passive attitude towards the problem at school, plus limited relationships of the child with their

peers. Regarding the interventions of the environment and sensitivity to the problem, there is a

third actor that can be characterized and that exercises an indirect influence on the unbalanced

power relationship between the harasser and the victim; the “witnesses, spectators or

bystanders” (Trautmann, 2008). They represent the aggressor's audience, who can be

motivated or inhibited by them. The witness can favor the harassment by taking an indifferent

attitude or directly supporting the aggressor, or reducing the harassment with direct support for

the victim or indirectly by communicating the situation to an adult. The consequences derived

from peer harassment are multiple and affect not only the victims but also the perpetrators.

Guerra Escoda (2016) summarizes the conclusions of the report by Save The Children (2014)

and other authors on the consequences. In the case of victims: low self-esteem, depression,

anxiety, fear of attending classes, submission, worsening school performance, learning

difficulties and school integration, high levels of loneliness, suicidal thoughts, suicide attempt or

suicide. Van Geel et al. (2014) suggest that between 5% to 20% of children are victims of

bullying and that this is a risk factor for adolescent suicide. According to the authors, 20% of
adolescents have considered suicide and, in addition, between 5% and 8% of adolescents in

the United States have attempted suicide during an annual period. Another consequence of

being a persistent victim of a negative attitude on the part of peers is the reduction of empathy

and the conversion to bullying. The bully-victim performs a double role: that of being harassed

by their dominant peers and that of harassing peers or weaker individuals (Trautman, 2008). For

bullies, bullying leads to violent behavior, vandalism or crime that generates legal problems,

moral disconnection, deepening lack of empathy, drug use, aggressive behavior, truancy,

school failure, difficulty abiding by the rules and laws, and conflict with authority figures. Both in

aggressors, victims or bystanders, the internalization of violence and negative behaviors can

become psychological disorders that carry over into adulthood (Collell and Escudé, 2014)

Schoeler, Tabea, et al. "Quasi-experimental evidence on short-and long-term consequences

of bullying victimization: A meta-analysis." Psychological bulletin 144.12 (2018): 1229. This

cross-sectional study employed a endemic framework to investigate the relationships between

face-to-face and cyberbully victimization, depressive symptoms, academic performance, and

gender (female and male) in a nationally representative sample of adolescents who completed

the United States 2015 Youth Risk Behavior System Survey. Path analysis results showed that

both face-to-face and cyberbully victimization are associated with low academic performance.

Further, depressive symptoms may facilitate declining academic performance for both female

and male students. After using a endemic framework to analyze the joint risk presented by

bullying victimization and depression, structural equation modeling showed two different

pathways for students who experienced both face-to-face and cyberbully: (1) for female

students, depression fully mediated the relationship between bullying victimization and low

academic performance; (2) for male students, depression partially mediated the relationship

between bullying victimization and low academic performance. These study findings highlight
the need for innovative interventions to address bullying victimization, depression, and low

academic performance. Specifically, school health educators, counselors, social workers, and

school administrators should work together to initiate programs that address the synergistic

nature of bullying through gender-sensitive multi-component interventions, such as concurrently

implementing comprehensive screening protocols and a bullying reporting system in their school

system.
 METHODOLOGY

This chapter deals with the essential elements of the research process. The topics discussed

are the following: research design used in the study, respondent of the study, setting of the

study, and research instrument for gathering the data.

RESEARCH DESIGN

This study will use a descriptive method of research. The purpose of the study is to gather

information on peer bullying at the middle school level. Descriptive in this context will involve

tenth (10) respondents in every section, consider as the sample of the study. The researcher

attempted to survey and interview the grade 10 students to gathered some data.

RESPONDENT OF THE STUDY

the respondent of the study are the grade 10 students in Cantilan National High School.

There are 409 students responded to our survey. In every section there are more than 40

students and each section there are 10 students who will be chosen as representative of the

section and that students were choose randomly because they were all given equal

consideration to be choose by asking some questions about their lives in order to draw

conclusions about bullying in whole campus.

 SETTING OF THE STUDY

Cantilan officially the municipality of Cantilan is a second-class municipality in the province of

Surigao Del Sur Philippines. According to the 2020 census. It has a population of 34,060

people. Cantilan National High School ID:304873 mother school 000000 Address street

Malingin, Magasang, Cantilan, Surigao Del Sur. It is were the study conducted. Cantilan

National High School republic act no. 9979 an act of establishing National High School in the

community of Cantilan province of Surigao Del Sur known as (CNHS) appropriating funds

therefore issuance category: legislative issuance, legislative issuance type republic act

Congress: 14th Congress of republic. Date of approval February 10 2020 the school has a total

population of 2500+. Composed of under graduate students. Pupils as of 2021-2022 currently.

This public school is spearheaded by their Analyn D. Guimary academic coordinator. Note by:

Fluellen L. Cos principal III Cantilan National High School (main) principal mr. Fluellen Cos.

Cantilan National High School.

Figure 1.1 Map of Cantilan National High School
 RESEARCH INSTRUMENT

The instrument was going to use is questionnaires. Questionnaire is a set of printed or

written questions with a choice of answer, devised for purposes of a survey or statistical study.

We have more than hundred respondents so it is better to use questionnaires instead of

interviewing them one by one. Using thus type of instrument will save time rather than

interviewing each of my respondent.

 DATA ANALYSIS

This research aims to analyze the effects of bullying on academic performance. By

examining the correlation between bullying and academic performance, this study aims to

determine the potential impact of bullying on students’ academic success. The sample for this

study include students from a variety of backgrounds and school. Data will be collected through

surveys, and focus groups. Statistical methods such as regression analysis will be used to

analyze the data. The results of this study will provide insight into the effect of bullying on

student academic performance. The findings from this research will be used to inform

educators, parents, and policy makers on the importance of addressing bullying into school.
 EXPECTED OUTPUTS AND POTENTIAL IMPACTS

This research will examine the effect of bullying on the academic performance of students.

Specifically, it will look at the correlation between bullying and grades, the psychological effects

of bulling, and the effects of bullying on student engagement. It will also investigate the

effectiveness if existing anti-bullying measures in schools, as well as potential strategies to

reduce bullying in the classroom. And also investigate the effects of bullying on the academic

performance of students. It will examine the relationship between bullying and grades, as well

as the long-term effects of bullying on students’ academic success. The research will explore

the psychological and social impacts of bullying on students, including their self-esteem,

confidence, and relationships with peers. The research will also examine how anti-bullying

initiatives can help to reduce the incidents of bullying and improve students’ academic

performance.
 WORK PLAN AND TARGET DELIVERABLES

The table bellow shows the over all process and duration done to address the problem.

Week Week Week Week Week Week

1 2 3 4 5 6

Revision of
Questionnaire

Validation
of
Questionnaire

Distribution
and Collection

Analysis of
Data

Conduct a
survey

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