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Chapter 3

RESULTS AND DISCUSSIONS

This chapter presents the reflective insights, thematic analysis, noteworthy lessons

learned and final eidetic insights that were gathered from the participants of the study. The

analysis was based on the responses of the participants through in-depth interview where the

existing themes were drawn.

Reflective Insights

Being strong, courageous and determined in one’s goal is the best weapon to achieve the

success in life despite the challenges and negative outlook developed by being verbally bullied.

This is part of one’s who in any ways develop their identities in the society where they belong.

Although the one being bullied tend to lost self-confidence and interest in going to school

yet they are able to manage and hold on to their goals to achieve their desire in life; to finish their

studies. The experience they have towards their fellows has taught them how the world would

treat them because of who they are. They cannot run away from them nor they couldn’t hide. If

they will stay being weak, they will lost. Through the challenges and difficulties, they have

learned a lesson on how to acknowledge the presence and face the bullies as well as being firm.

Indeed, the visibility of this incident reflects the mission of providing learning opportunities of

those students that suffered being bullied and that the benefits should be taken as positive stimuli

to continue reaching goals through education. However, in order to have sense of direction, a

certain policy should be observed and followed, like supposed to be grantees duties. They ought

the terms and condition of students being bullied through verbal for them to become aware of the

certain conditions they are obliged to do or perform.

Thematic Analysis
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The Difficulties of Verbally Bullied students

Words are very powerful, it could aspire and encourage a person to live but with the

experiences of the person being bullied it otherwise different, thus it hurts them and discourages

them in going to school. Moreover, those who received verbal bullying affect victims’ social,

physical, emotional, psychological and educational development (Collins, McAleavy, &

Adamson, 2004) verbal abuse suffered behavioral problems such as aggression, anxiety,

depression, lack of self-confidence, low cognitive and social skills the result to low academic

performance (Treichel 2006 and Griffith 2007).

“Depress, tapos, basta mga negative parehos sang daw galuya ka, tapos gakadulaan ka

gana mag skwela”

(Dusthin said: Depress, then the effect like losing an interest in going to school.)

“Inang daw gakahuy an ka tapos daw wala kana gana magsulod sa school, amu lang na.

Dason inang gakasakitan nga nakahambal ko sa akon nga kaugalingon nga ngaa ako nangin

amo ako sini.”

(Life said: It weakens you as well you have no interest in going to school. The I felt hurt,

I learned to asked myself why am I this?

“Gakasakit, tapos daw gina amu, gina lait.” Inang tanan nalang ihambal nila about your

family.”

(Cynth said: Pain, and then. They virtually saying about your family)

Challenges of being Bullied

Also, there is what so called coping mechanisms were students used to escape from being

bullied. During an incident of peer aggression, and in its aftermath, adolescents will draw upon

self-appraisals, situational influences, and their understanding of the social environment to make

decisions about how to cope with the problem (Lazarus, 2006). Bullied children who tell

someone (whether a parent, teacher, friend or peer supporter) about their problem said that it

helped ‘to have someone to talk to and who listens’, that the process of talking ‘gave them the

strength to overcome the problem’ and that they appreciated having ‘someone who cared Cowie

(2009). Ignoring is the most commonly used strategy by those who told someone and by those

who told no one, was ‘ignoring or enduring it’. Also, Year 9 boys are more likely than those in

Year 7 are to report using this strategy, although the difference is not significant. Existing

evidence indicates that students have favourable attitudes toward the idea of seeking support,

telling an adult, and reporting to school personnel when they are victimized, but they also

perceive real and difficult challenges facing them when they do so. They may expect that adults

will not know how to respond, that coming forward will make them look weak, or that they will

be victimized more in retaliation. These fears raise logical doubts about student predictions for

how they would cope with future hypothetical bullying situations.

”Kis a sang gin-bully ko inang nahambal ko sa akon self nga daman niyo lang kay dasun

ako naaman palapitan niyo.”

(Dusthin said:During they bullied me I just think that time will come you will ask me

something)

“Daw kanami sa ila dumugon, tapos daw gusto ko nga mawala na sila galing sige lang

ginatinguhaan ko nalang nga megahon ko sila.”

( Life said: I wanted to fight to them then I want them to disappear but then I tried to be

friend to them anyway.)

“Bisan nahuya ko ginapakita ko nalang sa ila nga wala ko naapektuhan sa ila

ginahambal sa akon kag gapabakod lang gid ko ah.”

(Yrre said: Even if I felt ashamed I show them that I am not affected of what they are

doing instead I become brave.)

“Kon gina bully ko nila bisan gahibi ko kag nainit ko sa ila ginahimo ko nalang ang

kaayuhan, dasun, bisan budlayan ko okay daw indi ko ka dali makakita friends, inang ginapabay

an ko lang sila. Wala ko sila ginasapak. Wala ko gapadaug-daog sa ila manubo imo grado kung

day so gina-challenge ko akon self na ginapakita ko sa ila nga kaya ko bisan gina-bully ko nila.”

(Athashia said: Even I cried and hated them because they bullied me, I did my best even I

find it hard especially to find new friends but I tried to ignore their presence. I don’t allow them

to step on me, it’s a big challenge on my part so I show my best even they bully me.)

Verbal Bullying affects Academic Performance

In attempt to look past the mere effects bullying has on a child’s psychological well-

being and development, new research has taken a look at the effects has on a child’s academic

achievement. According to the study of the National Institutes of Health (2017) children who are

bullied have lower academic achievement, a greater dislike of school and less confidence in their

academic performance.
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According to the study of Shahria et al. (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 is referred to frequent aggressive behaviour made by one bully or more bullies.

Bullying also in occurred when a student is teased frequently in a way student does not like

(Omoteso, 2010). Bullying is deemed as common increasing problem in every society and

schools. Bullying occurs in any time and it has negative impacts mainly on students’ academic,

emotional and social development during school period (Kartal & Asude, 2009).

Moreover, Cythia (2014) analyzed bullying impact on student’s performance either in

short or long term. She found that there are differences in relationship between bullying level and

academic performance depending on student´s academic achievement. Nadine (2014)

investigated bullying impact on student’s ability to academically succeed. Nadine found that

bullied students have feel of fear from coming to school because they feel that they are unsafe;

therefore they are unable to concentrate which reelect negatively on their academic success.

Therefore they have less motivation to do well at school and they do not participate in school

activities. Bullying affects student’s academic achievement in various ways. In addition to the

study of Ammermueller (2012) found that being bullied has a significantly negative impact on

present and future students’ performance in school.

“May ara. Kis a man sang ginbully ko, inang daw gakakwan ka bala haw, gaka.. da..

inang nahuya ka sa klase.”

(Dusthin said: Yes, there is. Sometimes when I was bullied, it seems like.. you are

ashamed in class.)
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“Oo, sa paghambal nya sa eskwelahan tapos naghambal ko nga daw indi ko ka

experience. Daw indi ko maka.. maka-focus sa akon pageskwela nga amo to ang akon nga

ginapaminsar.”

(Life said: Yes, the way they are talking in school and then they are saying that i cant

experience. Like am not, I can’t focus on my study just what I’m thinking.)

“Yes! Kung magrecite gakahuya nalang ko maghambal kan ang answer bisan insakto

ang answer daw wala nalang ko gana maghambal.. kag tungod sa ginahisaan ko nila.”

(Yrre said: Yes! If I recite I am ashamed to say my answer even though it is correct like

I’m losing their appetite so say,, because they are making me belittle.)

“Yes. Nahuya ka mag atubang sa klase.. tapos nahuya kaman mag answer kay ikaw gina

lait nila”

(Cynth said: Yes. Ashamed to face the class, and then ashamed to answer because they

insulted you.)

“Medyo lang, inang wala man”

(Athashia said: Just a little bit, like there’s nothing.)

The Coping Mechanism of being Bullied

The aim of the present study was to develop and extend Cowie (2017) analysis by

comparing the reported coping strategies of children who had been bullied during the current

school year and, in particular, to investigate the differences between those who told someone and

those who did not. The effects of gender and age on telling or not have also been explored.

“Never give up, amo lang guid na.. kag salig lang.. salig lang sa Ginoo.”
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(Dusthin said: Never give up, that is all, and trust, trust our beloved God.)

“Naghipos lang ako kag wala ko na sila ginasapak.. inang pag ara sila kanang

nagapalayo nalang ko sa ila.”

(Life said: I’m still silent and I’m not paying attention to them, as long as they are away

from me.)

“Inang wala ko nalang siya ginasapak kag ginapabay an ko nalang.”

(Yrre said: I ignore them and I don’t mind them.)

“Kung manlait sila ginapabay-an ko nalang sila mapakadto nalang ko sa higad,

mapalayo sa ila kag didto nalang mahimoyong.”

(Cynth said: If they will let me down. I let them go, I’m going to the side, away from

them and there’s nothing to worry about.)

“Anang ginapabay-an ko nalang sila… no ang mechanisms? nagpokus nalang ko sa

akon studies, wala kaman makuha kung halay mo sila sahut.”

(Athashia said: As I left them… what are mechanisms? I’m focusing on my studies you

can’t get anything from them if you mind them.)

Final Eidetic Insights

Narra tree is representing strong and bravery but at the end of the day it will end like a

vanishing attack of Kuruko it lose its flower and leaves like losing its strength. Somehow and
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somewhat the reason that it will vanish because of pressure causing it to lose it stamina and

surrender just like a student who are verbally bullied they become weaker and weaker until such

day they are nonentity. But, at the end of the day Narra tree bloom its flower like already had

enough strength to face what is happening it also the same as the coping mechanisms students

who are verbally bullied had a faith to stand up and face the intimidation being thrown to them.