Chapter 3

METH0D OF RESEARCH

This chapter presents the research method, sources of data,

data gathering instruments that used in the investigation.

Research Design

The researchers used the descriptive analytical method of

research for this is the most appropriate means of evaluating

the effects of bullying among children and its implication to

Behavior

According to Calderon(1993) descriptive analytical method

of research as certain to prevailing conditions affecting a

given group hence, this study calls for this method. It is a

study components to serve as a direction in reaching a goal. He

pointed out that the descriptive methods tells what is, that

which leads to a scientific information about education, and

other situation. He further described it as a fact-finding with

adequate interpretation usually beyond fact-finding.

The descriptive method of research involves as a certain

data gathering process on prevailing conditions and practice or

descriptions of objects, process or persons as they exist for

about a certain educational phenomenon, predicting for

identifying relationship among and between the available

described..

The Respondents

The respondents of this study are 30 selected parents of

thiry children who were experienced being bullied and were

chosen through simple random sampling. Sampling is the

method by which a researcher chooses a group of respondents

(the sample from a larger population and then formulating a

universal assertion about the whole matter. The

researchers used is purposive sampling,

According to Tan (2006) Simple random sampling is the

selection on random basis of elements from sampling frame,

wherein each element has an equal chance or probability of being

chose as subject of the study

Locale of the Study

This study was conducted at Brgy. Isla, Cabanatuan City.

Data Gathering tools

The materials and instruments to be used for gathering

data are the questionnaire-checklist, the interview, and the

documentary analysis techniques, scattered sources.

 Questionnaire-Checklist. The questionnaire-checklist is the

main instruments used in the gathering data. It was employed

primarily to come up with the perception of respondents

concerning the subject matter Good(2009), a questionnaire is a

list of planned, written questions related to a particular

topic, with space provided for indicating the response to each

questions, intended for submission to a number of persons for

reply; commonly used in normative survey studies and in the

measurement of attitudes and opinions.

Interview. The Interview technique will also be used to

complement the gathering of data for the study. Interview

provide information which may be confidential that may not

ordinarily be given in writing. The interview according to

Vockell (2000) is a technique in which the researcher stimulates

the respondents to give the needed information for the study.

Data Gathering Procedures

The researchers prepared the instruments used through

readings of the questionnaire-checklist of other studies just to

obtain some ideas. Finally they if the researchers able to do

and it was presented to their professor.

After the adviser had corrected and approved the

questionnaire the researchers will Xerox them into 30 copies

together with the letter asking permission from the

respondents to be part of the study as well as the Teachers

approval in conducting this study and in the distribution of the

questionnaire to the respondents.

Treatment of the Data

The responses of the respondents to the questionnaire

checklist were carefully tallied, tabulated and organized

including those derive from interviews, observation and

documentary analysis. The data presented, analyzed and

interpreted with the used of weighted mean, frequency counts,

percentage and ranking system.

The presentation, analysis and interpretation of the data

will be based on the weighted mean as shown by the scale ranges

as follows(Calderon, 1993)

1. For percentage computation is:

% = f/n x 100
Where:

% = percentage

f = number of respondents for every item

N = total number of respondents

2. For weighted mean:

TWF
WM = ---------
N
Where:
 WM = stands for weighted mean
F = stands for frequencies
W = stands for weighted
TWF = stands for weighted frequency
N = total number of respondents
The table of equivalent which is the basis of the
interpretation of the data will be :(Tan 2006)

Weight Scale Verbal

Interpretation
4.50 above 5 Strongly agree
3.50-4.49 4 agree
2.50-3.49 3 Moderately agree
1.50-2.49 2 Disagree
below 1.50 1 Strongly Disagree
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented, analyzed and interpreted all the

data interpreted all the data gathered in this study.

Presentation was done through the used of tables. Analysis and

interpretations of data done after tabular presentation.

Table 1. shows the age profile of the respondents.

Table 1

Gender Profile

Sex Frequency Percentage Rank

Male 12 40% 2
Female 18 60% 1

Total 30 100%

The table one shows the sex profile of the respondents, the

table shows that there were 18 or 60% of the respondents were

females ranked 1, and 12 or 40% were males ranked 2.

The above data shows that most of the respondents were

female and not so many were males. This implied that there were

more females are cooperated with the researchers during the

study was conducted at Brgy. Isla Cabanatuan City

Table 2 show the age profile of the Respondents

Table 2

Age Profile

Age Frequency Percentage Rank

20 below 2 6.7% 5
21-25 4 13.3% 4
26-30 5 16.7% 3
31-36 7 23.3% 2
37 above 12 40% 1

Total 30 100%

The table two shows that there were 12 or 40 percent of the

respondents aged of 37 and above with as ranked are 7 or 23.3

percent were at aged ranged of as 31-36 ranked two, four or 16.7

percent belongs to aged ranged of 26-30 as ranked three; four or

13.3 percent at the age 21-25 as ranked 4; and the last ranked

belong to aged 20 below is with two or 6.7 percent.

B. EFFECTS OF BULLYING

B.1 causes of bullying

Table 3

causes W F % WF WM VI R
1) Lack of involvement 5 15 50% 75
in childs interests, 4 6 20% 24
activities, and daily 3 3 10% 9
life 2 3 10% 6
1 3 10% 3
Total 30 100% 117 3.9 Agree 1
2 Lack of supervision 5 4 13% 20
4 10 33% 40
3 6 20% 18
2 4 13% 8
1 6 20% 6
Total 30 100% 92 3.0 MA 8
3) Overly permissive, 5 10 33% 50
lack of limits 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
Total 30 100% 107 3.5 A 3
4) Harsh, physical 5 4 13% 20
discipline 4 15 50% 60
3 4 13% 12
2 4 13% 8
1 3 10% 3
Total 30 100 103 3.4 MA 5.5
5) Unsupervised break 5 6 20% 30
times 4 5 16% 20
3 12 40% 36
2 3 10% 6
1 4 13% 4
Total 30 100% 96 3.2 MA 7
6 Unsupervised student 5 4 13% 20
areas such as 4 15 50% 60
lunchrooms, bathrooms, 3 4 13% 12
hallways, locker 2 4 13% 8
rooms, playgrounds 1 3 10% 3
 30 100 103 3.4 MA 5.5
7) Apathy towards 5 10 33% 50
bullying on the part of 4 6 20% 24
teachers and 3 5 16% 15
administrators 2 9 30% 18
1 0 0 0

30 100% 107 3.5 A 3

8) Idealize violence 5 10 33% 50
4 6 20% 24
3 5 16% 15
2 9 30% 18
1 0 0 0
30 100% 107 3.5 A 3

Table 3 presents the causes of bullying

Ranked 1 was Lack of involvement in childs interests,

activities, and daily life the item 1 of the table 3 shows that

a big number of respondents agreed to this factor as indicated

by its weighted mean of 3.9 this means that the main reason of

bullying others is because Lack of involvement in childs

interests, activities, and daily life

The children are bullying others because Overly permissive,

lack of limits, Apathy towards bullying on the part of teachers

and administrators and Idealize violence, is shown in items 3,

7 and 8 of the table which obtained a weighted mean of 3.5 and

verbally interpreted as Agree ranked 3 . ranked 5. are items 4)

Harsh, physical discipline and 6 Unsupervised student areas

such as lunchrooms, bathrooms, hallways, locker rooms,

 playgrounds both has weighted mean of 3.4 which means

moderately agree.

Bullying can occur in nearly any part in or around the school

building, though it may occur more frequently in physical

education classes and activities, recess, 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 one student in particular and gaining

the loyalty of bystanders who want to avoid becoming the next

victim. These bullies may taunt and tease their target before

physically bullying the target.

 Table 4

Effects of Bullying

Effects W F % WF WM VI R
a) Loss of interest 5 8 26% 40
in school and 4 5 16% 20
extracurricular 3 6 20% 18
activities 2 7 13% 14
1 4 13% 4

Total 30 100% 96 3.2 MA 1

b) Frequent 5 4 13% 20
complaints of 4 10 33% 40
illness to avoid 3 5 16% 15
attending school 2 4 13% 8
1 7 23% 7

Total 30 100% 93 3.1 MA 2

c) Sudden decrease 5 3 20% 15
in academic 4 6 20% 24
performance 3 7 23% 21
2 8 26% 16
1 6 20% 6
Total 30 100% 82 2.7 MA 4
d) Seems afraid of 5 5 16% 25
going to school, 4 4 13% 16
riding the bus, 3 6 20% 18
walking to school, 2 6 20% 12
or taking part in 1 9 30% 9
organized
activities with
peers

Total 30 100 90 3.0 MA 3

e Anxiety or low 5 4 13% 20
self-esteem 4 6 20% 24
3 5 16% 15
2 9 30% 18
1 6 20% 6
Total 30 100% 85 2.8 MA 5
 It is indicated in item a) a) Loss of interest in

school and extracurricular activities is one of the main

effects of being bulliedwith its weighted mean of 3.2

verbally interpreted as moderately agreed ranked 1.Item b

Frequent complaints of illness to avoid attending school

indicated that it is one of the effects of being bullied

with weighted mean of 3.0 verbally interpreted as

moderately agreed, ranked 2.

Ranked 3 is item d) Seems afraid of going to school,

riding the bus, walking to school, or taking part in

organized activities with peers has weighted mean of 3.0

interpreted as moderately agree.

Ranked 4 is item c) Sudden decrease in academic

performance has weighted mean of 2.7 interpreted as

moderately agree

Ranked 5 is item e) Anxiety or low self-esteem has

weighted mean of 2.8 verbally interpreted as moderately

agree
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings; the

conclusions arrived at based on the findings and recommendations

offered.

Summary

This study was aimed at assessing the effects of Bullying.

. The questionnaire was the main instrument used to gather the

needed data. This study was conducted during the First

semester of School year 2012-2013.

Summary of the Findings:

Profile of the Respondents.

Gender Profile

The table one shows the sex profile of the respondents, the

table shows that there were 18 or 60% of the respondents were

females ranked 1, and 12 or 40% were males ranked 2.

Age Profile

That there were 12 or 40 percent of the respondents aged of

37 and above with as ranked are 7 or 23.3 percent were at aged

ranged of as 31-36 ranked two, four or 16.7 percent belongs to

aged ranged of 26-30 as ranked three; four or 13.3 percent at

the age 21-25 as ranked 4; and the last ranked belong to aged 20

below is with two or 6.7 percent.

EFFECTS OF BULLYING

causes of bullying

Ranked 1 was Lack of involvement in childs interests,

activities, and daily life the item 1 of the table 3 shows that

a big number of respondents agreed to this factor as indicated

by its weighted mean of 3.9 this means that the main reason of

bullying others is because Lack of involvement in childs

interests, activities, and daily life

Effects of Bullying

It is indicated in a) Loss of interest in school and

extracurricular activities is one of the main effects of being

bulliedwith its weighted mean of 3.2 verbally interpreted as

moderately agreed ranked 1.Item b Frequent complaints of illness

to avoid attending school indicated that it is one of the

effects of being bullied with weighted mean of 3.0 verbally

interpreted as moderately agreed, ranked 2.

Ranked 3 is item d) Seems afraid of going to school, riding

the bus, walking to school, or taking part in organized

activities with peers has weighted mean of 3.0 interpreted

as moderately agree.

Ranked 4 is item c) Sudden decrease in academic

performance has weighted mean of 2.7 interpreted as

moderately agree

Ranked 5 is item e) Anxiety or low self-esteem has

weighted mean of 2.8 verbally interpreted as moderately

agree

Conclusion

Based on the findings, the following conclusions are

given and concluded:

1. Bullies react aggressively in response to provocation or

perceived insults or slights. It is unclear whether their

acts of bullying give them pleasure or are just the most

effective way they have learned to get what they want

from others

2. Bullying negatively affects both the child being

victimized and the child who is the bully. There are

always short-term affects and if the bullying is severe

enough there can also be long term effects.

 3. Children who are bullied can suffer from low self esteem

and other emotional problems and children who do the

bullying are much more likely to have problems with drugs

and alcohol later in life

4. . The victims of bullies often loose self esteem, start

having trouble in school, and withdraw from friends and

activities. If it is not stopped and continues for long

enough, children can suffer these problems permanently.

5. Not being able to understand the harm they do to

themselves (let alone their victims), psychopathic

bullies are particularly dangerous."

RECOMENDATION

From the findings of the study based on the conclusions

drawn the following

1. Bullying should not be taken lightly as it can cause

serious problems for all the children involved.

2. Being bullied is a very stressful ordeal for children. Many

bullying victims are reluctant to talk about their

experiences making it even harder to help them.

3. Never tell the child just to ignore the bullying. They

will feel as if you are just going to ignore it and they

should not have bothered to tell in the first place.

4. Make contact with the bullys parents. Often they are

unaware of their childs behavior and will want to help

work with you to make positive changes.

5. Do not allow your child to hang around empty playgrounds or

stay late at school alone. Teach them to always use the

buddy system.

6. Sometimes children exhibit certain behaviors that irritate

or provoke others. If this is the case, help the child to

find more suitable ways to interact with friends and peer

groups.
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