VILLA CACHO INTEGRATED SCHOOL JUNIOR HIGH SCHOOL
The Impact of School Bullying On
Students’ Academic Achievement
A Research Paper
Presented to:
Mrs.Caricris D.Malazzab
Teacher III
By
Rose-An D. Mauro
2019-2020
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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ACKNOWLEDGEMENTS
•God who gave me the effort and
opportunity to do this study,
•Mrs. Caricris D. Malazzab for her love,
patience, guidance and believed in me
during my strong and weak moment in
this journey.
•Mr. Sancho Mauro for his untiring
efforts and patience in processing and
analyzing all the questionnaires.
•Mr. Jaylan Galasi for his assistance and
support when most needed in the
preparation of the study.
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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•Lastly,certainly,and importantly, I
would like to thank my mother, Mrs.
Romelia Mauro, my brother/s Rosebel
and Rowel and also my father, Wilson
Mauro for allowing me to work on this
dissertation during the time I should
have to spend to them.
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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DEDICATION
This research is dedicated to my
parents, Wilson and Romelia Mauro
who've always supported my dreams
and goals in life. It is also dedicated to all
my classmates, my two brothers and
also my adviser who inspired me to
finished this research. Lastly, one is to
all my friends and love ones.
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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CHAPTER I
THE PROBEM AND ITS
BACKGROUND
Introduction:
Bullying exists in all communities
since long time. Bullying exists either in
developed or developing societies.
Bullying starts in early age. Bullying is
considered a common form of violence
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in schools. Various studies indicated that
bullying makes schools to be unsafe
places for schools’ students and it
contributes in the belief that some
schools are become not safe anymore.
Year 2015 reported that bullying is
deemed as a serious problem in
academic settings in all parts of the
world.
They found that bullying has negative
impact on academic performance.
Females were more affected than males
by bullying.
Bullying constitute a complex problem
in school kids lives. It is a problem that
affects all students, either bullies or
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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victims, and those who attended
interpersonal violence. Bullying may
involve many sections verbal, physical
assaults, threats, jokes or language, and
criticizing. All of such factors affect
individually, or collectively, and
contributes in child’s bullying. It is well
known that bullying is difficult to
eliminate or to stop it in schools because
it is used by students. Year 2016, stated
that bullying is considered as global
problem that affect emotional, social,
and physical wellbeing of school-age
children worldwide,(2015, p. 45) argued
that bullying in schools occurs in any
place either in school building or around
school building and may occur in
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bathrooms, school buses and during
waiting for school buses, and in classes
which may require group work or after
school activities. School bullying is a
widespread issue that affects school
students in many parts of their lives
such as; psychologically, educationally
and professionally Year 2016, found that
bullies, compared to non-bullies have
been bullied before,
Bullying at school affects academic
achievement since bullied children feel
fear and weak and in the same time it
affects students’ personality traits and
self-confidence. Therefore, such
situation makes bullied students unable
to follow or to pay attention for their
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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study well and even they might do not
like to go to school. Moreover, they miss
opportunities to participate with their
colloquies or even enjoy school
activities. Many researchers found
ies.ccsenet.org International Education
Studies Vol. 10, No. 6; 2017 45 that there
is a strong relationship between bullying
academic
achievement, Students lose
concentration when they are attending
their classes.
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THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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Statement of the Problem
This research is aimed at finding the
causes and proposing solutions to
bullying in the school environment. The
problem will investigate into bullying by
some set of students and the victims.
Whether there are better supervisions
during recess, launch time, and break
time, whether there are class rules
against bullying and class meetings.
Whether there are creative solutions to
helps students by classroom teachers,
whether there are talks with targets,
bullies and their parents.
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THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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Hypothesis
Bullying unfortunately happens every
day. Many times, kids are ashamed to
tell anyone that they are being bullied.
Also, there are parents out there who
believe that bullying is just a part of
growing up. The truth is that bullying
has become increasingly more severe
over the years.
I think that there are a few reasons that
parents do not stop bullying. First, they
may not know that it is happening.
Second, they may encourage it. And
third, they may know that it is
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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happening but they do not know how to
stop it or deal with it.
Significance of the Study
This research will enable those
concerned know how to deal with the
problem of bullying and its obvious
consequences on school children. These
include;
i. It will enable the victims know why
they are bullied and how to avoid being
bullied.
ii. the Schools will now adopt measures
stated to avoid bulling in their schools.
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iii. The effects of bullying on students in
schools will be better solved in the
overall academic performance
enhanced.
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Scope and Delimitation
The study confined itself to the
identification of the effects or impact of
school bullying on student’s academic
performance.
The researchers also determined the
causes of bullying, the roles of the
parents and teachers to guide them.
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Definition of Terms
Bullying - Bullying is the use of force,
coercion, or threat, to abuse,
aggressively dominate or intimidate. The
behavior is often repeated and habitual.
One essential prerequisite is the
perception (by the bully or by others) of
an imbalance of physical or social
power. This imbalance distinguishes
bullying from conflict.[1] Bullying is a
subcategory of aggressive behavior
characterized by the following three
minimum criteria: (1) hostile intent, (2)
imbalance of power, and (3) repetition
THE IMPACT OF SCHOOL BULLYING ON STUDENTS ACADEMIC ACHIEVEMENT
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over a period of time. Bullying is the
activity of repeated, aggressive behavior
intended to hurt another individual,
physically, mentally, or emotionally.
Schhol Bullying - Bullying can occur in
nearly any part in or around the school
building, although it may occur more
frequently during physical education
classes and activities such as recess.
Bullying also takes place in school
hallways, bathrooms, on school buses
and while waiting for buses, and in
classes that require group work and/or
after school activities. Bullying in school
sometimes consists of a group of
students taking advantage of or isolating
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one student in particular and gaining
the loyalty of bystanders who want to
avoid becoming the next target.
Academic Performance - is commonly
measured through examinations or
continuous assessments but there is no
general agreement on how it is best
evaluated or which aspects are most
important—procedural knowledge such
as skills or declarative knowledge such
as facts.
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CHAPTER II
REVIEW OF RELATED
LITERATURE AND STIDIES
Related Literature
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Foreign Literature
The word "bully" was first used in the
153s meaning "sweetheart," applied to
either sex,from the Dutch boel,
"lover,brother," probably diminutive of
Middle High German boule "brother," of
uncertain origin (compare with the
German buhle "lover"). The meaning
deteriorated through the 17th century
through " fine fellow," "blusterer," to
"harasser of the weak". This may have
been as a connecting sense between "
lover" and "ruffian" as in "protector of
prostitute,"which was one sense of
"bully"(through not specifically attested
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until 1706). The verb " to bully" is first
attested in 1710.
Bullying behavior can have negative
consequences for both the bulky and the
victim.
Children who bully are more likely to engage in
other criminal and antisocial behaviors, such as:
Fighting,Vandalism,Truancy,Dropping out of
shool. Stealing,Smoking and Alcohol/and or
drug abuse.
Local Literature
Bullying is the activity of
repeated,aggressive behavior intended
to hurt another person,physically or
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mentally. Bullying is characterized by an
individual behaving in a certain way to
gain power over another person.
Bullying behavior may include name
calling,verbal or written abuse,
exclusion from actibmvities,exclusion
from social situations, physical abuse,or
coercion. bullies may behave 'indirect
bullying' at least some instances, such as
name calling,the silent treatment,
arguing others into
submission,manipulation,gossip/false
gossip, lies, rumors/false rumors
,staring, giggling, laughing at the victim,
saying certain words that trigger a
reaction from past event, and mocking.
It has been noted that there tend to by
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differences in how bullying manifests
itself between the sexes. Males tend to
be more likely to be physically
aggressive whereas females tend to
favour exclusion and mockery, through
it has been noticed that females are
becoming more physical in their
bullying. There can be a tendency in
both sexes to opt. for exclusion and
mockery rather than physical aggression
when the victim is perceived to be too
strong to attack without risk, or the use
of violence would other wise cause
problems for the bullies, or the bullies
see physical aggression as immature
(particularly when bullying occurs
among adults.)
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Rose states that direct bullying involves
a great deal of physical aggression, such
as shoving and poking , throwing things,
slapping, choking, punching and kicking,
beating, stabling, pulling hair,
scratching, biting, scraping, and
pinching.
He also suggest that social aggression or
indirect bullying is characterized by
attempting to sociallsocially isolate the
victim.
RELATED STUDIES
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Foreign Studies
Peers are involved in 85% of bullying
episodes, either as observers or by
joining in the aggression. The bystanders
– students who are aware of bullying –
can have a powerful effect on bullying,
positive or negative. However, bullying
also directly affects the bystanders:
Observing bullying at school predicted
risks to mental health
Students who repeatedly bully are
more likely to get into frequent fights or
be hurt in a fight, carry a weapon,
vandalize property, drink alcohol or
smoke, and be expelled or suspended
from school
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All forms of bullying are significantly
associated with increases in suicidal
ideation, both for the victim AND the
offender. However, bullying and
cyberbullying victimization was a
stronger predictor of suicidal thoughts
and behaviors than was bullying and
cyberbullying offending. It should be
acknowledged that among teenagers
who committed suicide after
experiencing bullying or cyberbullying
many had other emotional and social
stressors in their lives that may have
been exacerbated by bullying.
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Children who are the target of
bullying or who are bully-victims at a
significantly higher risk for a variety of
psychosomatic problems.
Research partners of bullying are
more likely to be depressed, feel lonely,
be anxious, feel unwell, have low self
esteem, avoid social situations, self-
medicate (substance use), have lower
school performance, and think about
suicide (www.stopbullying.gov; Hostile
Hallways: Bullying, Teasing, and Sexual
Harassment in School, AAUW, 2001).
High school students who bullied or
were perpetrators and victims of
bullying were at the greatest risk of
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being involved in violence, engage in
multiple types of substance use, and
have academic problems. The link
between bullying and other risk
behaviors was particularly noted among
urban and African American students.
Youth exhibiting bullying behaviors
are also more likely to sexually harass
same- and opposite-sex peers and be
physically aggressive with their dating
partners
Among lesbian, gay, bisexual, and
transgender (LGBT) students being
bullied or harassed because of their
sexual or gender identity. In part
because of this, the suicide rate for LGBT
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students is 3 - 4 times higher than that of
the general student population.
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Local Studies
Anti-Bullying Centre at PUP College in
has written, "There is a growing body of
research which indicates that
individuals weather child or adult, who
are persistently subjected to abusive
behavior are at risk of stress related
illness which can sometimes lead to
suicide."
Those who have been the targets of
bullying can suffer from long term
emotional and behavioral problems.
Bullying can cause
loneliness,depression, anxiety,lead to
low self-esteem and increased
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susceptibility to illness. In the long term
it can lead to Posttraumatic Stress
Disorder and an inability to form
relationships - even leading to celibacy.
There is evidence that bullying increases
the risk of suicide. It is estimated that
between 15 and 25 children commit
suicide every year in the UK alone
because they are being bullied.
Research indicates that adults who bully
have authoritarian
personalities,combined with a strong
need to control or to dominate. It has
also been suggested that a prejudicial
view of subordinates can be a
particularly strong risk factor. Some
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have argued that a bully reflects the
environment of his home repeating the
model he learned from his parents.
Researchers have identified other risk
factors such as depression and
personality disorders, as well as
quickness to anger and use of force,
addiction to aggressive behaviors,
mistaking others' acton's as hostile,
concern with preserving self image, and
engaging in obsessive or rigid actions. A
combination of these factors may also be
cause of this behavior. It one recent
study of youth, a combination of
antisocial traits and depression was
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found to be the best predictor of youth
violence, whereas video game violence
and television violence exposure were
not predictive of these behaviors.
It is often suggested that bullying
behavior has its origin in childhood. As a
child who is inclined to act as a bully
ages, his or her related behavior
patterns will often also become more
sophisticated. Schoolyard pranks and
'rough housing' may develop into more
subtle, get equally effective adult-level
activities such as administrative end-
runs, well planned and orchestrated
attempts at character assassination, or
other less obvious, yet equally forceful
forms of coercion.
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Often bullying takes place in the
presence of a large group of relatively
uninvolved bystanders. In many cases it
is the bully's ability to create the illusion
that he or she has the support of the
majority present that instills the fear of
'speaking out' in protestation of bullying
activities being observed by the group.
Unless the 'bully mentality' is effectively
challenged it any given group inits early
stages,it often becomes an accepted, or
supported, no within the group.
In such groups where the 'bully
mentality' has been allowed to become a
dominant factor in the group
environment, injustice and abuse often
become regular and predictable parts of
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the group experience. Bystanders to
bullying activities are often unable or
unwilling to recognize the costs that
sikebcr regarding the bullying can have,
both to the victim or victims, and to the
group. Bystanders ofyrb fell unwilling to
emphatize with the victim, regardless of
their feelings towards the bully. The
reversal of a culture of bullying within a
group amis usually an effort which
requires much time, energy, careful
planning, coordination with others, and
usually requires some undertaking of
'risk' by group members.
It is the general unwillingness by
bystanders to expene these types of
energies and to undertake this type of
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risk that bullies often rely upon in order
to maintain their power. Unless action is
taken, a 'culture of bullying' is often
perpetuated within a group for months,
years, or longer.
Bystanders who have been able to
establish their own 'friendship group'
have been found to be far more likely to
opt. to speak out against bullying
behavior that those who have not.
Despite the large number of individuals
who do jot approve of bullying, there are
very few who will intervene on behalf of
a victim. Most people remain bystanders
are involved in teasing the victim or
egging on the bully.
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In most bullying incidents, bystanders
do not intervene to restrain the bullying.
When the bully encounters no negative
response from observers, it provides
social social approval for the bullying
and encourages continuation of the
behavior. There are many reasons why
individuals choose not to intervene.
They may be revealed that the of a
normal and generally more sent danger
is someone else, they make vicarious
satisfaction in the bullying, or they may
worry that they risk becoming the nest
victim through intervention. An
intuitive understanding that others will
be similarly unwilling to assist them if
they do become the next victim likely
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strengthens the motivation to remain
passive.
Researchers have been considered the
just-word belief theory to explore a
posited decline in anti-bullying attitudes.
"This is the idea that people get what
they deserve and deserve what they get."
The study determine that children do
seek to understand, justify, and rectify
the different injustices they come across
in everyday life. However, further
research is needed to link the two
together.
While on the surface, chronic bullying
may appear to be simplify the actions of
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an 'aggressor' (or aggressors)
perpetrated upon an unwilling 'targeted
individual' (or individuals', on a certain
deeper level, for it to succeed, the
bullying-cycle must also be viewed as
necessarily including a certain chronic
inadequate response on the part of the
target (or targets). That is, a response
that is seen by both the bully and the
target as insufficient to prevent the
chronic bullying-cycle from repeating
itself between the given individuals. A
suitable response to any given attempt
at bullying varies with the occasion, and
can range from ignoring a buly to
turning a prank around so that it makes
a 'pranksteree' out of the would be
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prankster, to even summoning legal
intervention. In any case, the targeted
individual must necessarily somehow
demonstrate to the would-be bully that
one will not allow one's self to be
daunted, intimidated, or groups who are
capable of reacting to initial bullying
attempts in ways that tend of sufficiently
discourage potential bullies from
repeated attempts are less likely to be
drawn into this destructive cycle. This
individuals or groups who most readily
react to streeful situations by preserving
themselves as "victims" tend to make the
most suitable candidates for becoming
the 'targets' of chronic bullying.
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Under some circumstances, targets may
be chosen in what may be a completely
random of arbitrary process, especially
in groups in which the 'bully mentality'
may have already succeeded in
achieving domination within the group.
In such groups, the defense mechanisms
of the entire group may have already
been 'broken down', and therefore the
targeting of individuals no longer
requires the seeking out of 'certain
personality tyoes' to become the 'next
target'. The reversal of such chronic and
well entrenched bullying behavior in
such groups sometimes requires the
seeking out of 'certain personality types'
to become the 'next target'. The reversal
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of such chronic and well entrenched
bullying behavior in such groups
sometimes requires a much more
carefully planned , coordinated,
determined, and multi-individual
response from a would-be target than in
a group in which either the 'bully
mentality'may not (yet) prevail, or
ideally in a group that mat have already
taken a proactive preventative approach
towards bullying.
The bullying-cycle must include both
an act of aggression on the part of a
potential bully, and a response by a
potential target that is perceived by both
as a certain sign of submission. The
cycle is only set in motion when both of
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these two elements manifest themsves,
the bullying cycle often proceeds to feed
on itself over time, and may last for
months, years, or even decades. The
cycle is most easily broken at its initial
onset; however, it can also be broken at
any later point in its progression by
simply removing either one of its two
essential ingredients. While group
involvement may seem to complicate
bullying activities, the act is most often
are implies agreement in principle
between a chief bully or instigator and
the target that the one has 'submitted' to
the othe. In the act of bullying, the bully
attempts to make a public statement to
the effect of: 'See me and fear me, I am
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so powerful that I have the ability to
inflict pain upen the intended target at
the time and manner of my choice
without having to pay any
consequences.'
Should an intended target exhibit a
'defeated attitude' in response to chronic
bullying, then the bullying is likely to
continue. In circumstances where a
'bullying pattern' has not yet fully
established itself, should the intended
target respond with a clear attitude of
self-confidence that somehow
demonstrates that the bully's attempts
yo dominate is futile, then the bullying
attmpt will often quickly diminish or
end all-together. Established patterns of
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bullying may require greater and more
persistent effort to reverse. Institutions
and organs of society often reinforce
bullying, often by implying to or telling
targets of bullies that they are
responsible for defending themselves,
and then punishing victims if they fight
back.
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Reference
Cynthia, V. (2014). The Effects of
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semestre, 275-308
Chaux, E., Molano, A., & Poflrsky, P.
(2009). Socio-economic, socio-political
and socio-emotional variables
explaining
school bullying: A country-wide
multilevel analysis. Aggressive Behavior,
35, 520-529.
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https://doi.org/10.1002/ab.20320
Brank, E. M., Hoetger, L., & Hazen, K. P.
(2012). Bullying. The Annual Review of
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