B.

Textual Body

CHAPTER I: Introduction

(a) Background of the study

We conduct research to study the behavior of individuals who have experienced bullying, and it is

because we want to find out why and how things are and how they work. Of course, because systematic

research has been successful in helping us understand things, it can also focus on very specific

questions. Also, we need to spread awareness to everyone especially those who are students because

they are the target and the center of bullying nowadays.

According to a 2018 research by Scientific Research Publishing done by Margaret S. Sanapo of the

College of Policy Science, Ritsumeikan University, Ibaraki-Osaka, Japan, “40.6% or roughly 4 out of 10

Filipino children experienced bullying from their peers. This prevalence rate is comparable to two

studies done in the Philippines. Sometimes they do it to overpower or make her look strong and scared.

They do it to overpower or make him/her look strong and they do it to overpower or make him/her look

strong.

Those who have low self-confidence often become the target of bullies. Children who have higher

self-esteem and feel confident will usually be able to avoid, or address, bullying if it does start. Those

with higher self-confidence may feel confident and comfortable standing up to the bully.

The effects of bullying on a child’s self-esteem can be devastating long after the bullying stops. Even

a child who is only bullied once in his or her life can suffer long-lasting effects. Of course, children who

suffer through years of torment and torture are likely to exhibit even more severe self-esteem issues.
 Some of the effects are blatant and a direct result of the bullying, while others can be more subtle and

result from other effects of the torment.

(b) Statement Of The Problem

Almost of the Grade 10 students in the society has experienced bullying and it is the biggest

enemy of every students that they faced in their daily lives when attending school. As a result of

bullying, victimized children tend to suffer from their self-confidence, as well as want to keep to

themselves. Another serious effect that bullying is interrupting classroom environment, and creating an

uncomfortable and hostile environment where students cannot focus on their learning. Furthermore, their

academic performance is hindered as well.

This study aims to understand the effect of bullying to the self-confidence of grade 10 students

through weakening, manipulating and injuring one another students who are bullied are afraid to

socialize with other

(c) Significance of the study

Almost everyone will benefit from our research paper which is bullying affects our self-confidence.

First, is our Teachers, they will benefit by advising us students to be positive and us students will be

aware that bullying can make us student’s self-confidence low. The second one is we, the researchers,

researchers will also benefit to their own research, knowledge, character recognition and awareness of the

individuals. Next are the parents, it is obviously because they will have knowledge to protect their children

from this issue. Making their children open about this topic and to prevent the bullying through their self-

confidence. The third one is for the affected students, which is the Grade 10 students that we surveyed,
because they got a chance to express how bullying affects their self-confidence through the survey. The last

was PWD (Persons with Disabilities), because they had a higher chance of dropping their self-confidence

than normal students, it is because they had a lot of imperfections that anyone can judge by their physical

appearance.

(d) Scope and Delimitations

The scope of our research is that we are Grade 10 students attending High School. We estimate that

there are approximately 850 students in Grade 10 and that 250 of them are randomly selected to answer

our survey.

ACKNOWLEDGMENT

This research wouldn’t be accomplished without the help of our English Teacher Mr. Andrew

Virtucio Gacuma for guiding us on how we present this research. He’s always there to help us since

from the very beginning of our research paper and he taught us on how we can finish this research paper

step by step. And also, we would like to thank Mrs. Jocson and Mrs. Paular for welcoming us inside

their lovely home. Mostly for Mrs. Jocson for letting we the researchers to had an overnight on their

house to accomplish this research.

We would also want to thank Ms. Yao, his sister for correcting us on our errors while doing our

research. Special thanks to our family for being always there to support and encourage us to do this

research. And for the respondents, thank you for answering our research questionnaire honestly.
 And mostly, we would like to express our deep gratitude to the one who created Mother Earth, which

is our loving and caring God who is always there to guide us and to accomplish our research without any

doubt. And we’re hoping that we will be successful of our defense.

To accomplish this research, we will be thankful to ourselves who helped each other since the

beginning of this research, may the God be always with us. And this will be memorable but tough

journey for us, it such an honor to experience the research defense.

CHAPTER III: Methodology

(a) Method and procedure used

Firstly, we wrote 1-15 vertically and 5-1 horizontally on the upper side. Secondly, we find out

where does the check marked on the scale 5-1 and we put a line that serves as a sign of the score until it

reached to number 15. As soon as we finish the lining, we count how many lines per scale 5-1 which are

Strongly Agree(5), Agree(4), Partially Agree(3), Disagree(2), and Strongly Disagree(1). Also, we total

the number of lines per statement and its scale. And lastly, we found the final outcome of our

questionnaire.

(b) Tools of research or sources of data

We only conduct a survey using the research questionnaire made by us researchers.

CHAPTER IV: Analysis of data

BULLYING VS. SELF-CONFIDENCE

35%

65%

1 2

Figure 1. Pie Graph

BULLYING = BLUE SELF-CONFIDENCE = ORANGE

You can see from Figure 1 that 65% which is Bullying, of data has the higher rate than the rate of Self-Confidence which
has a percentage of 35%. This figure just shows how the majority of the respondents that the result shows the students
got more affected by Bullying than their Self-Confidence.
RQ1)

CHAPTER V: Conclusions and recommendations

LINKING PARK:

https://sportsci.org/jour/9901/wghreview.html

BOTS- https://philippinesgraphic.net/why-bullying-is-not-childs-play/

https://www.ourfamilyworld.com/bullying-and-cyberbullying/bullying-consequences/effects-of-bullying-

on-a-childs-self-esteem/

lit https://www.helpguide.org/articles/abuse/bullying-and-cyberbullying.htm
CHAPTER: II Review of related literature

Bullying and harassment are not new issues that students and schools face. In fact, over

the years, it has been viewed as being so commonplace in schools that it has been overlooked as

a threat to students and reduced to a belief that bullying is a developmental stage that most youth

will experience then get over (Ross, 2002, p. 107). But not everyone gets over the personal

trauma that can come with bullying both for the victim and the bully. This is why it is seen

happening by adults in work places, in homes, and in the community. Therefore, this harassment

is not isolated to schools alone. But schools are the best place to actively intervene. Teachers,

administrators, counsellors, and even students have the greatest access to the most students

through a school system. It is here that school staff can intervene, support and educate students
about ending bullying behaviours directly and indirectly; breaking the bullying-cycle. This

paper will address bullying in general at all grade levels, but its intervention focus will be at the

high school level.

Harris & Hathorn, (2006, p. 50) state:

Because adolescence is a difficult time in a child’s maturation, bullying exacerbates these difficult

times by forming barriers to positive connections with other students and school faculty members.

Consequently, the presence of bullying at school often creates a barrier for young people to

develop into well-adjusted adults.

High school is the last opportunity educators have to work with students at building

citizenship, building character, and building self-responsibility. For some students this may be

the last opportunity for an intervention to change behaviours and attitudes associated with

bullying or victimization before they become adults in the workplace, with a family and in the

community at large.

In defining what bullying is, many researchers have quoted ‘Olweus’ work, which defines

bullying as occurring when a student is exposed to negative actions repeatedly and over time by
one or more students (Ross, 2002, p.106). While this definition is widely accepted around the

world, it leaves some researchers wanting more clarification. If the same person repeats similar

negative actions, one time, to multiple people; is it bullying? If one person receives a negative

action, one time, from someone who has done this to other students; have they been bullied?

The problem with this definition is that this can become a very blurred line of intent versus

perception and the power differential that was experienced by both parties in this one-time event.

For schools that are implementing zero tolerance policies for bullying, when do the teachers and

administrators act on these behaviours? As Ross points out (2002, p, 106), “the problem with the

repeated occurrence requirement is that the waiting period heightens the negative effects on the

victim, allows the bully to feel rewarded, increases fear in onlookers, and makes intervention a

more lengthy process”. Therefore, more diligence in acknowledging negative behaviours and

language in the hallways and classrooms is needed by staff and students. Perhaps by pointing

out a one-time behaviour, it will prevent it from becoming a bullying behaviour.

negative actions, one time, to multiple people; is it bullying? If one person receives a negative

action, one time, from someone who has done this to other students; have they been bullied?

The problem with this definition is that this can become a very blurred line of intent versus
perception and the power differential that was experienced by both parties in this one-time event.

For schools that are implementing zero tolerance policies for bullying, when do the teachers and

administrators act on these behaviours? As Ross points out (2002, p, 106), “the problem with the

repeated occurrence requirement is that the waiting period heightens the negative effects on the

victim, allows the bully to feel rewarded, increases fear in onlookers, and makes intervention a

more lengthy process”. Therefore, more diligence in acknowledging negative behaviours and

language in the hallways and classrooms is needed by staff and students. Perhaps by pointing

out a one-time behaviour, it will prevent it from becoming a bullying behaviour.