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THE IMPACT OF BULLYING

TO THE PSYCHOLOGICAL WELL-BEING OF THE MUTE AND DEAF
STUDENT

A Thesis Proposal
Presented to the
Department of Psychology
Makati Science Technological Institute of the Philippines

In Partial Fulfillment
Of the Requirements of the Degree
Bachelor of Science Major in Psychology

by

JOHN CHRISTOPHER M. BARORA

MARY GRACE S. CRUZ
KIM ROSE MONTEFALCON
MARIA CRISTINA O. ESCOTIBO
GILLIAN PAUL TAMONDONG
CHRISTELLE JOY I. CATALAN
JENNY ROSE MONTALBO
JOHN BENJIE Q. BARNUEVO
STACY NICOLE CASTILLO

February 2023
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ABSTRACT

It is hard nowadays to live a life in our world nowadays, especially if you

have disability or disabilities. If you have disability or have different body
stature you are more prone in bullying or discrimination. Bullying and/or
discrimination must not normalize even to the children. It have a lot of
negative impacts to the victims, such as poor academic/work performance,
less social interactions and low or weak psychological well-being.
In this research, we, the researcher, wants this to be the voice of the
mute and deaf student of Makati Science Technological Institute of the
Philippines (MSTIP) on what they feel and what the impact of bullying and
discrimination to them is. Though it only contains the impacts of bullying and
discrimination to the psychological well-being of the mute and deaf students,
it will have for sure makes a great impact to them.

Keywords: Bullying and discrimination, mute and deaf, impact and well-
being
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1 INTRODUCTION

Bullying can even be seen in history, moreover to the disabled person.

In old times they see disability as a consequence to you or your parents’

sin. Though nowadays disability is not seen as a sin still disabled people

are more prone to bullying and discrimination.

According to the statistics from the 2018 Indicators of School Crime

and Safety show that only 20% of school bullying incidents were reported.

Kids don’t tell adults for many reasons, this research became the voice of

every mute and deaf who were bullied. (Musu, L. 2019)

Psychological well-being which is the focus of our study is quite similar

to other terms of positive mental state. Therefore, if someone said that

he/she is happy or very satisfied with his/her life, he/she have a high

psychological well-being. (Robertson, I. 2023)

The usual problem in our society is bullying, specifically those who are

different, or people with disabilities or people we might think that we have

greater power than them. The worst victim of it is the mute and deaf, and

lacking of laws that give more protection to them. Also, small numbers of

sign language translators/interpreters only tend to keep it to themselves.

The effects of bullying to them, especially to their psychological well-being

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are only the obvious sign that they were bullied, though some children

were not having these warning signs. Yet for many, warning signs are of

greater help.

In the ten studies conducted in U.S connected to bullying and

developmental disabilities, found out that children with disabilities were 2

or 3 times more likely to be bullied than their nondisabled peers. (Marshall

et. al. 2009)

In the Philippines, 1.23% of the entire population is either deaf, mute

or hearing impaired. As of 2009, the projected deaf population is already

at 241, 624 for those who are totally deaf, and 275, 912 for those who are

partially deaf. (Aquino, P. 2014)

Many students with disabilities are already addressing unique

challenges in school. When they are bullied, it can directly impact their

ability to learn and grow. (Pacer Center Inc. 2023)

Having a large sample is a great way to have better results. Though

this study is limited only to the mute and deaf students of MSTIP because

of the easier access of the population. Limiting the population area is not

a problem because the Makati Science Technological Institute of the

Philippines has many mute and deaf students.

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1.2 THEORETICAL FRAMEWORK

Developmental theory

Some explanations of bullying draw upon an understanding of child

development. They point out that bullying begins in early childhood when

individuals begin to assert themselves at the expense of others in order

to establish their social dominance. They tend at first to do so crudely, for

instance by hitting out at others, especially those less powerful than

themselves, in an attempt to intimidate them. But as Hawley (1999) points

out, as children develop, they begin to employ less socially reprehensible

ways of dominating others. Verbal and indirect forms of bullying become

more common than physical forms. In time, the kind of behavior that is

generally labelled as "bullying" becomes relatively rare. Consistent with

this view is evidence that physical bullying is much more common in early

childhood than later, and that what is identified as bullying gradually

becomes less and less apparent as children become older (Smith & Sharp

1994). However, as a comprehensive explanation of bullying this view

fails to take into account that although there is a general diminution in

reported victimization over time, the trend is temporarily reversed when

children move from primary to secondary school and find themselves in a

new environment which is less benign (Rigby 1996). Clearly, social

environmental factors must also be taken into account. Nevertheless, the

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developmental perspective is useful in providing guidance as to how

bully/victim problems can be tackled. For example, older children are

thought to be more likely to respond positively to problem-solving

approaches which require a more sophisticated appreciation of the

options available to them (Stevens et al. 2000). (Rigby K., 2003)

Before learning the impacts of bullying, it is better first to understand

why other people, especially kids tend to bully others. According to the

said theory children tend to hit others, especially those who are weaker

than them. Disability, such as deafness, might seems to be weakness and

may become the target of bullying. Not to tell the personality of that Deaf

that he/she maybe a target also of bullying not only of normal children but

also with the Deaf students who like to bully others Deaf who seems

weaker than him/her.

Bullying Psychological Well-being

Independent Variable
Dependent Variable
Figure 1. The conceptual model on how bullying affects the psychological well-being of

the mute and deaf students.

1.3 CONCEPTUAL FRAMEWORK

In dependent variables, psychological well-being refers to the mental

health of a person affected by some event, such as falling in love, having

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a gift, bullying, discrimination, and/or harassment. In this figure a cause

and effect, the independent variable can form in different variants that can

definitely affect the person’s psychological well-being who experienced it

and also the functionality of their behavior especially in those students

who have disabilities such as mute and deaf.

Bullying is a kind of abuse of power that leads to conflict and problem,

in simple terms bullying occurs when one person is stronger or bigger

than the other one. On the other hand, Bullying may contribute on how

high or low the psychological well-being of someone may become.

Therefore, bullying is our independent variable.

1.4 STATEMENT OF THE PROBLEM

The study is being conducted to determine the impacts of bullying and

discrimination that is happening in the mute and deaf students.

Specifically, the study aimed to provide answer to the following

questions:

1. How may the profile of the respondents be described in terms

of:

A. Age

B. Sex

C. Year Level and Course

D. Type of Disability
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1.1. Have they been bullied?

1.2. How often they were bullied?

1.3. How many people bullied them?

2. What is the mean and median and standard deviation of the

following study variable?

2.1. Bullying

2.2. Psychological well-being

3. Does Bullying impacts the psychological well-being of mute

and deaf?

1.5 HYPOTHESIS

Bullying has long been a problem faced by members of the mute and

deaf community, and even more so for the mute and deaf students of

MSTIP. While we cannot measure the psychological impact of bullying

directly, there are certain indicators that can be used to infer the effects.

This research tends to see the impacts of bullying to the mute and deaf

students. Thus, knowing the age, sex, and types of disability, will give the

highlights on the result on the impacts of bullying to the psychological

well-being on a case-to-case basis.

According Azapata, bullying effects our mental health and lasting

negative impacts on our overall well-being. Bullying can cause feelings of

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rejection, exclusion, isolation, low self-esteem, and some individuals can

develop depression and anxiety as a result. In some cases, it can even

develop into Acute Stress Disorder or Post Traumatic Stress

Disorder. Research has shown that being a victim of bullying can lead to

longer term impacts including interpersonal violence, substance use,

sexual violence, poor social functioning, and poor performance. Even

witnessing bullying can impact one’s wellbeing. (Azapata. 2021)

Therefore, the researcher, assume that the bullying has contributed

and will contribute to the psychological well-being of the mute and deaf

students. Where ever they are at all times this impacts of bullying to their

psychological well-being will always be with them like a shadow. Thus,

this research shown the impacts of bullying to the psychological well-

being of the mute and deaf students.

1.6 GENERAL OBJECTIVE

Bullying is a kind of violence that puts the safety of children, teens,

and adults at threat. Bullying is defined as a type of aggressive behavior

in which someone else causes injury or discomfort intentionally and

repeatedly to others. (Ahmed, G. K., et. Al, 2022)

The general objective of this research is to know the impacts of

bullying to the psychological well-being of the students, depending on

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their age, sex, and types of disability. It is important as psychology

students to know the behavior of patients more so the victim of bullying,

to help them in a particular way. On the other hand, the victims of bullying

who need more help than others are the people with disabilities such as

the mute and deaf.

It is the goal of this research to know how the mute and deaf victims

of bullying could be helped in any particular way, and be a way to give

more importance and protection to the deaf community.

1.7 SIGNIFICANCE OF THE STUDY

This study aimed to provide valuable information on the impacts of

bullying and discrimination in the psychological well-being of the mute and

deaf students of Makati Science Technological Institute of the Philippines.

For the Students, providing awareness about bullying may help them

to be knowledgeable about this issue. And how can they respond properly

if ever they encounter situations like this. And for them to be more kind,

sensitive, and protective to their mute and deaf schoolmates as well.

For the Teachers, the result of this study may encourage them to be

more thoughtful and knowledgeable about what’s really happening

among those deaf and mute students. For them to know the outcomes of
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the action of those bullies to their victims inside the school, especially with

the deaf and mute students.

For the Educational Institution, this study may provide them some

insights on how to take plans and actions in this specific issue with

bullying and discrimination not only to those regular students, but also

with mute and deaf students. To give a new perception on educational

development of every individual inside the Makati Science Technological

Institute of the Philippines.

And lastly, for the Future Researchers, the result of this research may

be a basis of further studies and can be used as related literature.

1.8 SCOPE AND LIMITATIONS

This study was conducted for the purpose of determining the impact

of bullying and discrimination in the psychological well-being of the deaf

and mute students of MSTIP. The main subjects of this research will

consist of the mute and deaf students enrolled in second semester of the

school year 2022 to 2023.

The respondent will be limited to Fifty Nine ( 59 ) mute and deaf

students from 1st year to 4th Year College. The focus of this study is to

know the impact of bullying to the psychological well-being of the selected

deaf and mute students on MSTIP and that was based on their own
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experience, such as if they were being bullied, or they are one who bully

others, if they experience violence at home. The selected mute and deaf

students came from different year and section of the Deaf Department of

Makati Science Technological Institute. This research is done by

distributing questionnaires and testing methods in gathering and

analyzing data. Only those mute and deaf students who had experienced

bullying and willing to respond and cooperate will be chosen to participate

to avoid inaccuracy of the research result.

1.9 DEFINITION OF VARIABLES

Bullying (verb) : is when someone is mistreated, violently dominated,

or intimidated by the use of force, compulsion, harsh teasing, or threat.

The actions are often repeated and ingrained. The sense of an imbalance

of physical or social power, whether held by the bully or by others, is a

necessary precursor.

Discrimination (noun) : refers to the unfair or unfavorable treatment of

individuals or groups based on traits like race, gender, age, or sexual

orientation.

Deaf (adjective) : One who cannot hear anything or cannot hear it very

well is considered to be deaf.

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Mute (adjective) : is unable to speak and/or does not possess the

power of speech.

Hindrance (noun) : is the state of being interfered with, held back, or

slowed down: the state of being hindered. Hindrance of speech.

: A person or thing that hinders or slows the progress of someone or

something: impediment. A hindrance to learning.

Disability (noun) : is any physical or mental condition (impairment) that

makes it harder for the person with the condition to conduct specific tasks

(activity limitation) and engage in social interactions with others

(participation restrictions).

Theory (noun) : is a supposition or a system of ideas intended to

explain something, especially one based on general principles

independent of the thing to be explained.

Prevalence (noun) : is the total number of people in a population who

are afflicted with a disease or a health condition at a particular time; it is

typically given as a percentage of the population.

Violence (noun) : is using physical force with the intention of harming,

destroying, or killing someone or something.

Intervention (noun) : is the act of putting one object between two

others, such as a person trying to assist.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter is composed of related literature and the studies based on

their relevance approaches, which were accurately affiliated to the

existing analysis. the objectives of these articles and studies amplifies

2.1 Foreign Literature

2.1.1 Bullying

Bullying as a type of violence is a matter of behavior rather than

isolated events, it has adverse effects to the victim, bully and even the

bystanders. In the symposium of United Nations Educational, Scientific

and Cultural Organization happened last 2017 they cited the 2012 report

of the Special Representative of the Secretary-General on Violence

against Children notes that ‘more than one billion children around the

world attend school. Many of these children enjoy their right to be taught

in a safe and stimulating environment. For many others, however,

schooling does not guarantee such opportunity. These girls and boys are

exposed to bullying, sexual and gender-based violence, corporal

punishment and other forms of violence... Many are also exposed to

schoolyard fighting, gang violence, assault with weapons, and sexual and

gender-based violence by their own peers. New manifestations of

violence are also affecting children’s lives, notably the phenomenon of

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cyberbullying via mobile phones, computers, websites and social

networking sites”. (UNESCO 2017) In the recent meta-analyses,

victimized youth are significantly more likely to attempt suicide than non-

involved youth (Katsaras et al., 2018). Indeed, negative consequences

across psychological, health, and academic domains have been found for

victimized youth (see McDougall & Vaillancourt, 2015 for a review). When

a child or person is being bullied, he/she might be insecure and on guard.

Even that person is not actively being bullied, he/she is aware that it may

start at any time. Being bullied has a big mental and emotional impact.

A comprehensive overview of current bullying prevention research

conducted by government and higher education agencies. Different

researches and studies about bullying across the world can be read.

There are reports on the rates of bullying incidents in US.

In the study of Modecki et. Al. in 2014. Rates of bullying vary across

studies (from 9% to 98%). A meta-analysis of 80 studies, analyzing

bullying involvement rates (for both bullying others and being bullied) for

12 - 18 years old students reported a mean prevalence rate of 35% for

traditional bullying involvement and 15% for cyberbullying involvement.

On the other hand, National Center for Educational Statistics, last 2019

shown that only one out of every five (20.2%) students report being

bullied. A higher percentage of male than of female students, report being

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physically bullied (6% vs. 4%), whereas a higher percentage of female

than of male students reported being the subjects of rumors (18% vs. 9%)

and being excluded from activities on purpose (7% vs. 4%). 41% of

students who reported being bullied at school indicated that they think the

bullying would happen again. Of those students who reported being

bullied, 13% were made fun of, called names, or insulted; 13% were the

subject of rumors; 5% were pushed, shoved, tripped, or spit on; and 5%

were excluded from activities on purpose. A slightly higher portion of

female than of male students, report being bullied at school (24% vs.

17%). Bullied students reported that bullying occurred in the following

places: the hallway or stairwell at school (43%), inside the classroom

(42%), in the cafeteria (27%), outside on school grounds (22%), online or

by text (15%), in the bathroom or locker room (12%), and on the school

bus (8%). 46% of bullied students report notifying an adult at school about

the incident. The reasons for being bullied reported most often by

students include physical appearance, race/ethnicity, gender, disability,

religion, sexual orientation.

In the study done by Patchin and Hinduja last 2020, one in five (20.9%)

tweens (9 to 12 years old) has been cyberbullied, cyberbullied others, or

seen cyberbullying. 49.8% of tweens (9 to 12 years old) said they

experienced bullying at school and 14.5% of tweens shared they

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experienced bullying online. (13% of tweens (9 to 12 years old) reported

experiencing bullying at school and online, while only 1% reported being

bullied solely online.

According to McCallion & Feder (2013), having these reports, school-

based bullying prevention programs decrease bullying by up to 25%.

Through the efforts of federal government, collecting data on school

bullying had begun in 2005, when the prevalence of bullying was around

28 percent. (U.S. Department of Education, 2015 )

2.1.2 Effects of Bullying

Studies about bullying does not only focus about bullying itself

and reason why other child/ren like to bully, but also there are

studies about the effects of bullying. These are some of the studies

about the effects of bullying:

A statement in an info graph released by the Centers for Disease

Control in 2009, students who experience bullying are at increased

risk for depression, anxiety, sleep difficulties, lower academic

achievement, and dropping out of school. Students who are both

targets of bullying and engage in bullying behavior are at greater

risk for both mental health and behavior problems than students

who only bully or are only bullied. (Centers for Disease Control,
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2019) While on the study of Gini & Pozzoli in 2013, students who

experience bullying are twice as likely as non-bullied peers to

experience negative health effects such as headaches and

stomachaches. While for Perren, Ettakal, & Ladd (2013) youth who

self-blame and conclude they deserved to be bullied are more

likely to face negative outcomes, such as depression, prolonged

victimization, and maladjustment. According to Patchin & Hinduja

on the other hand, tweens who were cyberbullied shared that it

negatively impacted their feelings about themselves (69.1%), their

friendships (31.9%), their physical health (13.1%), and their

schoolwork (6.5%). While in the study of National Center for

Education Bullied students indicate that bullying has a negative

effect on how they feel about themselves (27%), their relationships

with friends and family (19%), their school work (19%), and

physical health (14%).

2.1.3 Mute and deaf

According to WHO, currently, 1.5 billion people (nearly 20% of the global

population) live with hearing loss. 430 million of them have disabling

hearing loss, which expected that by 2050, there could be 700 million

more with disabling hearing loss.

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In the study, not all deaf are born from deaf families. Most of them are

born from families with normal environment. Research shows 91.5% of

the deaf children were born in families where all members are normal.

(Gallaudet Research Institute, 2001; Ray 2014)

According to Kirk in Martin et al (2015), hearing loss experienced by a

person can vary depending on the degree of auditory acuity, which is

divided into several levels whose grouping can be classified based on the

time and location of the deafness.

Kirk in (Martin et al., 2015) reveals that children who are born with hearing

impairment or hearing loss before language and speech are formed, are

called pre-lingual deaf children, this tends to be included in the category

of severe deafness. Meanwhile, if deafness is experienced after the

children understand a conversation or language and the speech has been

formed, it will tend to be in the moderate or mild category. This is in line

with Skinner and Shelton (in Effendi, 2006) who stated that deafness that

occurs based on time is divided into two, namely Congenital or deafness

that occurs before the child is born (prenatal) and at birth (natal) and

acquired is deafness that occurs when the child is born (post-natal) and

begin to perform developmental tasks. Hearing loss levels are described

(Clark, 1981) in the Article Type, Degree and Configuration of Hearing

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Loss in decibels (dB) with the categories normal, slight, mild, moderate,

moderate severe, severe, and profound. (Yusuf, 2022)1

2.1.4 Bullying to mute and deaf

The findings in the study done by Smith J (2019), showed that such

students experienced higher levels of bullying and discrimination, leading

to poor academic performance, low self-esteem, and mental health

problems.

There is a study in the bullying of deaf and their hearing counterparts. The

studies specified how the deaf might experience additional stressors,

such as but not exclusive to including school-related changes.

Though nowadays there is no study that examine the occurrence of

bullying, victimization and distress experience among students with

grade-specific reading and writing capacities who attend in residential

school for the deaf.

Taylor et al., (2010) discovered students with disabilities, such as learning

disabilities and emotional problems, to be in greater danger of being

bullied. Consequently, students with disabilities were also deemed

potential bullies and bully-victims as compared to nondisabled students.

Flynt and Morton (2004) further realized that students with emotional,

developmental, and behavioral problems were twice as likely to bully

victims, three times as likely to intimidate other individuals, and three

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times more likely to become bully-victims than those without such special

needs. These study findings were parental report-based using

documentation of the children’s conduct and health.

2.2 Local Literature

2.2.1 Bullying

The last publicly reported Department of Education (Dep Ed) report

about bullying from public and private schools, the Philippines recorded a

dramatic 21% increase in 2015.

In 2018, 6 out of 10 Filipinos said they were bullied, according to a survey

facilitated by the Program for International Student Assessment

(PISA). Unicef, in 2019, also reported 1 of 3 young individuals have

experienced online bullying in 30 countries.

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). In the school
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year 2015-2016 alone, local media reported that there were “11,448

incidents of bullying,” as documented by the Department of Education.

This is despite of having the R.A 10627 or commonly known as Anti-

Bullying act of 2013 that prohibits any forms of bullying.

There are many forms of bullying same as its effects: Low self-esteem

and learn helplessness, health issues, depression and suicide, failed

grades and anxiety, unhealthy family relationship2 are some of the effects

of bullying.

2.2.2 Mute and Deaf

In the Philippines, 1.23% of the entire population is either deaf, mute, or

hearing impaired. As of 2009, the projected deaf population is already at

241,624 for those who are totally deaf, and 275,9J.2 for those who are

partially deaf. That means that at least 517,536 people currently have very

limited access to media and information because of their hearing-impaired

ness.

2.2.3 Bullying to the Mute and Deaf

2.3 Synthesize

In this research, the effects of bullying and discrimination will be seen.

Through different approach and psychological, scientifical way to gather

data that will help to complete the objective which is to show the impacts
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of bullying and discrimination to the psychological well-being of the mute

and deaf students. The researchers, tend to expand the existing studies

about the bullying and discrimination to the mute and deaf.

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CHAPTER 3

THE METHODOLOGY

The primary purpose of this study is to examine the impact bullying and

discrimination has on the psychological well-being of the mute and deaf

students. To study and learn the gap quantitative approach will be used.

As for the primary components of this chapter will include descriptions of

the research design and rationale for the research, the methodology (i.e.,

the population, sampling procedures, procedures for recruitment,

participation and data collection, instrumentation and operationalization

of constructs) that will be used in the study. Additionally, threats to validity

will be considered for the study, ethical procedures will be discussed.

3.1 Research Design

The study used Exploratory Data Analysis (EDA) using median polish to

assess the socio-demographic profile of the respondent, such as name,

age, year level and course, types of disability, whether there more in the

family with same disability, and if the respondent is born with the disability.

Exploring the gathered data and form a hypothesis that could lead to a

new data collection and experiment (Chatfield, C 1995) is the main goal

of the researchers.
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Exploratory research questions often begin with “what”. They are

designed to guide future research and do not usually have conclusive

results. Exploratory research is often utilized as a first step in your

research process, to help you focus your research question and fine-tune

your hypotheses. (George, T. 2023)

3.2 Research Locale

The study will be carried out in Makati Science Technological Institute of

the Philippines located in Sta. Mesa, Manila City. The rationale behind

this choice is from the sense that the aforementioned institution is open

for the deaf which is the subject of this research. The institution has deaf

students with different situation of hearing loss, which will give the best

result of data analysis to the researchers.

3.3 Population and Sampling

Population is the individuals or objects that is the focus of the study. In

this study the researchers focus to Fifty Nine ( 59 ) students who is either

mute or deaf or both.

Samples of this study carefully selected through Judgement (or

Purposive) sampling also known as selective or subjective sampling. The

basis of using this sample is researchers may implicitly thus choose a

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“representative” sample to suit their needs, or specifically approach

individuals with certain characteristics.

According to Helen Barratt (2009), and Saran Shantikumar (2018),

Judgement (or Purposive) Sampling also known as selective, or

subjective, sampling, this technique relies on the judgement of the

researcher when choosing who to ask to participate. Researchers may

implicitly thus choose a “representative” sample to suit their needs, or

specifically approach individuals with certain characteristics. This

approach is often used by the media when canvassing the public for

opinions and in qualitative research.

3.4 Instrumentation

The researchers will use questionnaire to get informations from mute and

deaf students of MSTIP. The questionnaire is orderly arranged and

prepared by the researchers. Some of the questions was made by the

researchers and validated by Dr. Domingo R. Rayco, Jr., PhD, RPsy,

while the rest of the questions comes from the questionnaire suggested

by Dr. Rayco to be added to the questions.

The questions have two (3) parts: 1st is question about them such as age,

sex, year level and course, types of disability lastly if they ever been

engaged to bullying. The second parts are the questions such as where
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they experience bullying, whether they experience violence in different

places, how many people bullying them, how often they were bullied in

different places. The 3rd part of the questionnaire about their

psychological well-being such as their self-esteem and whether they have

or have not depression, anxiety, suicidal thoughts and panic attacks.

3.5 Data Gathering Procedure

A letter asking permission to carry out the study was prepared. Our

adviser received our research instrument, and we awaited validation.

Then after receiving the approved permission, it will be sent to the adviser

or professor in the Deaf department of MSTIP. After he/she read and

approved the consent we will send the link of the questionnaire. Each

participant's response would stay confidential, the researcher

guaranteed. To comply with the quantitative protocol, the investigator will

create a survey form using Google Forms. Students at MSTIP who are

deaf would then receive the survey. The gathered information will serve

as the foundation for the study and the researcher's recommendations.

3.6 Statistical Treatment of the Data

The results of the questionnaire were tallied and presented in the tables
for easy reference and/or evaluation. The response of the mute and deaf
students in the questionnaire were statistically analyze through the data
instruments of the study. To find the result of the research, the
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researchers will use Single Sample T-Test in determining if bullying
impacts the psychological well-being of the mute and deaf students.
The one-sample t-test is a statistical hypothesis test used to determine
whether an unknown population mean is different from a specific value.
(JMP Statistical Discovery n.d.) The significance of the study is less than
0.05
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CHAPTER IV

RESULTS

4.1 Demographic Profile

Table 1: Frequency Distribution according to their age.

Age Frequency Valid Percent

18-20 3 5

21-23 37 63

24-26 15 25

27-29 4 7

Total 59 100

This table shows the ages of the students who answered the survey.

According to the answer, 37 of the mute and deaf students ages 21-23

is the majority of the respondent, next is 24-26 years old which is 15

students. Then 27-29 years old with 4 students and the least number of

students is age 18-20 years old with 3 students.

Table 2: Frequency distribution grouped according to their Sex.

Sex Frequency Valid Percent

Male 36 61

Female 22 37

Preferred not to say 1 2

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Total 59 100

This table shows that, 36 out of 59 students are, then 22 are female and

1 preferred not to say what is his/her sex.

Table 3: Frequency Distribution according to their Year and Course

Year and Course Frequency Valid Percent

1st Year BSIS 7 12

2nd Year BSIS 44 74

3rd Year BSIS 2 3

4th Year BSIS 1 2

2nd Year BTTE 1 2

2nd Year BSTM 1 2

Grade 12 ICT 2 3

Grade 12 Stem 1 2

Total 59 100

According to the Grade/Year level and course of the students who

respond the survey 2nd year in Bachelor of Science in Information

System have the greatest number of students who respond with total of

44 mute and deaf students, next is 1st in the same course with 7

students. Then 3rd year of the same course and Grade 12 ICT with 2

respondents, the least with 1 respond in each are, 4 th year in Bachelor

of Science in Information System, Bachelor of Technical Teacher

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Education, Bachelor of Science in Tourism Management Grade 12

Science, Technology, Engineering, and Mathematics.

Table 4: Frequency Distribution according to their disability

Types of Disability Frequency Valid Percent

Deaf 39 66

Deaf and Mute 1 2

Hard of Hearing 17 29

Multiple disability 2 3

Total 59 100

Majority of the students who respond to the survey is Deaf which is 39

out of 59, next is Hard of hearing with 17 responds. Then Multiple

disability with 2 respond and Deaf and Mute with 1 respond.

4.2 Bullying

Table 5: Mean and Standard Deviation of Bullying and Psychological

Well-being.

Variables Mean Standard Deviation

Bullying 17.62 21.81

Psychological 2.59 4.67

Wellbeing

Total 20.21 26.48

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This table shows the mean and standard deviation of bullying and

In this table shows the mean and P. Value of Bullying and Psychological

well-being, as well as the difference of the p value of bullying and

psychological well-being. The researcher subtracts the p value instead

of add it, for the reason that the researcher is looking for the difference

and whether bullying impacts the psychological well-being or not.

Upon tallying and computing the score through

https://www.socscistatistics.com/tests/tsinglesample/default.aspx the

researcher come up with the total of 0.00072 which is lower than the

significance value of 0.05, which means that the hypotheses of the

researcher that bullying have impacts to the psychological well-being of

the deaf students is true without any doubt.

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CHAPTER V

DISCUSSIONS

In months of research if bullying has impacts to the psychological well-being of

the deaf students of Makati Science Technological Institute of the Philippines

Sta Mesa Campus. The researchers have the results that bullying have impacts

to the psychological well-being of the students. Bullying which is a bad

behavior and will have a negative impact to the bullies must not be tolerated

and needs to be stop.

5.1 Summary of Findings

The summary of the findings of the researcher shows that bullying

impacts psychological well-being with significance level of 0.05 the significance

is 0.000051. More than half of the respondents shows minor to severe

depression, which some of those are suicidal or tend to be suicidal, minor to

severe level of anxiety, few to all of the symptoms of panic attack. Which is

anxiety, depression, being suicidal, which is part of their psychological well-

being are more or less the impacts of bullying to them.

5.2 Conclusion

Therefore, in conclusion, the researchers’ hypotheses which is that

bullying impacts the psychological well-being of the mute and deaf students.
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Bullying must and in need to be stopped for it impacts greatly to psychological

well-being of the students who have bullied either it is a normal student or

students with disabilities. It greatly impacts to the mental health of

everyone from the bully to the student/s being bullied. This research

respondent are college students to improve and for a better result better

to have a grade school and/or high school student, since that grade

level are more active to bullying.

5.3 Recommendation

The following are the recommendation of the researcher to the future

researcher/s who wanted to improve this topic:

1. The researcher recommended to include in the future research the

bullying happened in the workplace.

2. Also include how they face the impacts of bullying, and if they seek

any professional advice and/or counselling.

3. What they did to stop bullies to bullied them, who bullied them (i.e.,

did their bullies are normal children or with disability too, their

bullies are their neighbors or not.)

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