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 [Link] 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 [Link] 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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