COPING UP MECHANISM OF BULLIED STUDENTS

A QUALITATIVE RESEARCH

Presented to the
Research Committee of the HUMSS Department of the
Bacarra National Comprehensive High School

In Partial Fulfilment
of the Requirements for the Course
Practical Research 1

ANAC,CARL JEFFERSON D.
RIVERA, TRISTAN ANDREI A.
SANTOS, PRINCE JEWEL G.
ABRIGO,JERNEY MAE
AUREL, JONEL M.

March, 2020
 CHAPTER I

THE PROBLEM

Rationale / Background of Study

The world became cruel sometimes not because of our choices but

because of the choices of others. Life became unfair when equity is being

abused by the community. The thought equity deviate from the line of thinking of

the people due to violence and humility. It is not the world that is cruel, it is us

who is cruel. Cyber, verbal, physical and psychological are only some of the

types of bullying that a student may encounter inside the school premises.

Bullying attack randomly whether you are rich or poor, male or female, young or

adult.

As of today the rate of student who became bullies are increasing,

proportionally, when the member of bullies increase, the number of victims also

increases. We were inspired to conduct this research because we are concerned

to the students who are being bullied. We are alarmed because of the great risk

that it can brought to the victim. A lot of students commit suicide and experiences

depression which leads to more complex issues.

Around one hundred thirty million, or one in three children worldwide,

experience some form of bullying, the United Nations state in its latest report on
how children can be better protected. The report said this form of violence has

long lasting and direct consequences on their health, school performance and

overall well-being. Some of the initial findings of the secretary general on

violence against children report denote that physical appearance such as being

overweight or having non conforming gender expressions is the main driver for

bullying. Race nationality and skin color are also high on the list. In the report,

religion was not highlighted as a major contributing factor. While the term bullying

covers physical, psychological and sexual violence (understood in this context to

mean sex related mockery and gender-based discrimination), The report send

very little data are available on the psychological occurrence of it, and countries

must do more to gain a better understanding of this issue. A United Nation

Educational, Scientific and Cultural Organization (UNESCO) report also shows

that girls and boys are equally affected overall by bullying, but that boys are more

likely to suffer from physical violence.(https://www.philstar.com/headlines

/2018/10/10/1858828/130-million-kids-worldwide-experience-bullying )

Bullying can occur during or after school hours. While most reported

bullying happens in the school building, a significant percentage also happens in

places like on the playground or the bus. It can also happen traveling to or from

school, In the youth’s neighborhood, or on the internet.

Background of the Study

Water is essential for all life forms. It is one of the most important

substances on earth. All plants and animals must have water to survive.

However, water pollution is one of the worst problem society faces today. When

vital freshwater is polluted, we endanger humanity’s own existence.

Moreover, the Philippines is a developing country that is also undergoing rapid

urbanization and industrialization. Out of more than one hundred million Filipinos,

nine million rely on unsafe water supplies. In fact, water pollution in the

Philippines and a lack of proper sewage kills 55 people every day. ( The Borgen

Project, 2018). Katrina Arianne Ebora, part of UNICEF’s Water, Sanitation and

Hygiene program in the Philippines, notes that access to adequate sanitation

facilities is a problem for more than 30 million Filipinos.

However, water filtration is the process of removing or reducing the concentration

of particulate matter, including suspended particles, parasites, bacteria, algae,

viruses, and fungi, as well as other undesirable chemical and biological

contaminants from contaminated water to produce safe and clean water for a

specific purpose, such as drinking, medical, and pharmaceutical applications.

(Advances in Technical Nonvowens, 2016). In addition, a filtered water

provides clean and healthy water and protects the body from disease and leads

to overall greater health and energy. Also, it is the healthiest water for children’s

developing immune systems. (Waters)

According to the World Wide Science.org, Rice-husk-ash is used as the base

material for developing novel compositions to deal with the challenge of purifying

drinking water in low-income households in India. Moreover, rice husk is a kind of

fibrous material containing a huge amount of silicon with the content being

approximately 96.34%. In addition, cellulose, hemicellulose, and lignin are the

main organic compounds of rice husk. This composition of rice husk makes it

possible to be regarded as an adsorbent. (BioMed Research International,

2014)

On the other hand, water filters use a special type of charcoal known as

‘activated charcoal’ to purify water. Activated charcoal works through the process

of adsorption wherein adsorption binds impurities chemically on the surface of

the charcoal filter rather than physically absorbing them. Activated charcoal is the

ideal water filter because it removes toxins from the water without stripping the

water of salts and important minerals. (Water Filters)

Water pollution is an increasing global concern that damages economic growth

and the health of billions of people. Owing to the alarming concern about the

water pollution associated with drinking water, finding a cheap, affordable and a

suitable way of water treatment is a great important. Economin implicastion /

envbironmental
Statement of the Problem

A lot of students are in danger due to bullying. They experience different

forms of violence. They are being controlled and manipulated. These alarming

cases, has prompted the researchers to find out more about on the victims of

school based bullying, Thus, this research study aims to find out the coping up

mechanisms of the students who are victims of bullying

This study aims to answer these specific questions:

1. What type of bullying do they (student victims) experience in

school?

2. Who are the common bullies?

3. What do they do or think;

a. before being bullied?

b. during the time being bullied?

c. after being bullied?

4. Do they go and ask for help?

5. How do they recover after being bullied?

6. How do they avoid being bullied?

Scope and Delimitations

This research has been delimited into more specific study on the coping

up mechanism of bullied students. The respondents will be picked or choose

among the Grade 11 students who are under academic strands of the Senior

High School at Bacarra National Comprehensive High School this school year

2019 – 2020, that had experienced bullying and also to those who are currently

experiencing bullying.

Significance of the Study

The output will give a great impact and contribution to the teachers,

students specifically the Grade 11 Senior High School under academic strand

and other school personnel’s of Bacarra National Comprehensive High School in

the following statements.

Students: Students will be feature and they will be imparted knowledge

on the different coping up mechanisms of bullied students. Students will be

given the opportunity to speak out and be given help.

Parents: The unconscious parents will be aware of the possible

problems of their son or daughters regarding to bullying. In addition, parents will

be more concern and with that they will be able to monitor their behavior or

actions of their son or daughter which they can have idea whether they are

experiencing bullying and sooner they will be knowledgeable on the coping up

mechanisms.

Teachers: The teachers will be able to know the different situations of

students whenever they will be suffer from bullying. In addition, they can create
different programs or seminars regarding to bullying as a response to this kind

of issue and in accordance they will be recognize by the students as their

companion and the boundary that deviate the students from teachers will be

lessen.

School Administration: They will be aware on some of the common

problems of the student like bullying. They will be informed as well as they can

get information from this study for them to make interventions.

CHAPTER II

RELATED LITERATURE AND STUDIES

Review of Related Literature

This section presents review of related literature and studies relevant to the

research study. Theories and concepts are sourced out from books,

internet, articles from journals and other legal papers and documents.

According to American Psychological Association bullying is a form of

aggressive behavior in which someone intentionally and repeatedly causes

another person injury or discomfort. Bullying can take the form of physical

contact, words or more subtle actions. The bullied individual typically has
trouble defending him or herself and does nothing to “cause” the bullying.

https://www.apa.org/topics/bullying/

In November of 2000, Dawn Marie Wesley, a 14-year-old Vancouver

resident, took her own life to escape the constant bullying she faced at her

school. In her suicide note, she told her family “If I try to get help, it will get

worse…They are always looking for a new person to beat up and they are

the toughest girls. If I ratted, they would get suspended and there would be

no stopping them.”

Jodee Blanco, a publishing executive from New York, was bullied

throughout her childhood. At each new school, she quickly fell into a cycle

of being picked on, telling on her tormentors, and then losing more friends

for being a tattle-tale. In a recent book (Blanco, 2003), she described these

experiences and her triumph over them: “When [you are an outcast]…you

can become a bitter loner who goes through life being pissed off at the

world…Or, you can find another outlet for your love, where it will be

appreciated and maybe even returned” (p. 139).Memories of adolescent

teasing are positively associated with adult levels of anxiety, depression,

and loneliness. Work from my own lab suggests that college students

with a history of victimization report an increase in stress and an increased

use of avoidant coping strategies—that is, they are more prone to using

alcohol and drugs, out of an inability to deal with stress (Newman, Holden,
& Delville, 2005; 2011). https://www.in-mind.org/blog/post/coping-with-

being-bullied

Researchers as Bowles and Herbert (1976) have discussed the importance

of non-cognitive skills as good indicators of success in life. They argued

that non-cognitive skills can be considered even more important than

cognitive abilities to determine various factors throughout people’s lives.

In the same sense, Almlund et al. (2011) also consider traits of more

malleable personalities more important throughout the life cycle than

cognitive factors, which becomes highly stable at around 10 years. The

study suggests that interventions that are capable of changing personality

traits are promising ways for combating poverty and social disadvantages.

Gensowski (2014) points out that lifetime earnings are substantially

influenced by education and personality traits.

https://www.sciencedirect.com/science/article/pii/S1517758017300218

Review of Related Studies

(Newman et al., 2005; Rigby, 2000). In another longitudinal study of

American primary school students, Kochenderfer-Ladd (2004) reported that

emotional reactions to bullying scenarios had implications for one’s choice

of coping strategy. Specifically, students who reacted fearfully reported

that they would cope by seeking advice, which led to a decrease in

victimization. Students who reacted angrily reported that they would cope

by seeking revenge, which led to an increase in victimization.

Finally, in a recent paper from my lab (Newman et al., 2011), we found that

avoidant coping partially mediated the link between victimization history

and current stress, suggesting that the majority of chronic victims may

have prolonged stress because they did not learn effective strategies for

coping with daily stress. On the other hand, victims who learned to cope

with problem- or emotion-focused strategies were able to break the link

between victimization history and current stress. These studies all suggest

the possibility that coping strategies can have a dramatic impact on

outcomes for victims of bullying.

What if victims could be taught how to cope effectively? This seems to be

a key factor distinguishing the stories of Jodee Blanco and Dawn Marie

Wesley—the former found a way to cope with her torment. It is an open

question right now whether and how children can be taught to cope with

being bullied. It seems to me that we owe it to the victims to tackle this

question in earnest. https://www.in-mind.org/blog/post/coping-with-being-

bullied

In a British study of the National Institute of Child Development, Brown and

Taylor (2008) investigated the effect of school bullying. The results suggest

an adverse effect on the accumulation of human capital. The impact of

bullying on 16-year-old school teenagers is equivalent to the effects of

class size. The effect of class size disappears for young people at more

advanced ages, however, the effect of bullying remains during adult life,

directly influencing the salaries received during the life cycle and indirectly

through the levels of schooling reached. Harmon and Walker (2000) argued

that levels of schooling at higher ages are not affected by class size, but

contact with bullying has an impact on educational level throughout life.

The study by Kibriya et al. (2015) analyzed school bullying in Ghana from a

survey of 7323 8th grade students in 2011. The results show a negative

impact of bullying on math scores and the magnitude of the effect found

was greater among girls. The effect of bullying decreases in the case of

students who have a female teacher. The authors used Propensity Score

Matching and a series of robustness to validate their results. For them,

bullying policies must take into account the gender of students.Sarzosa

and Urzúa (2015) used a structural model through a longitudinal research

with young people to estimate the effects of bullying based on the

identification of latent abilities. The authors find that non-cognitive,4 as

opposed to cognitive, abilities significantly reduce the chances of bullying,

or cyberbullying during high school. The structural model allowed us to

estimate the mean effect of treatment (ATE) with children who practice

bullying and are bullied at age 15 and various outcomes measured at age
18. The effect is damaging for both groups and the damage differences

occur because of how cognitive and non-cognitive abilities attenuate or

aggravate the consequences. For them, the development of non-cognitive

skills is fundamental in any policy to combat bullying. Heckman et al.

(2006) used data from a representative sample of young Americans aged

14–21 from the National Longitudinal Survey of Youth in 1979 to determine

that non-cognitive skills are at least as important as cognitive abilities5

when explaining some social performances throughout life. For example,

non-cognitive skills appear to have a strong influence on decision-making

about school choices, work choices, and profession. In addition, such

skills are important in explaining the chance of someone engaging in risky

behavior.

For Brown (2004) the period of adolescence is very vulnerable to social

pressure and young people seek to be part of a group and desire

popularity. According to Bursztyn and Jensen (2015) adolescents may be

more likely to give in to such pressure and engage in behaviors that may

have long-term effects. The authors analyzed a computer learning program,

used in more than 100 predominantly American schools through natural

and field experiments. For the authors, when the effort is observable to

their peers, students can avoid social sanctions according to the norms in

force. At the first moment of the experiment, the individual results were
secret, but after a period the program started to generate public rankings

and this led to the introduction of the ranking leading to a decline of 24% in

performance. Classes with “honor classes” have an inverse effect, that is,

when the rule is to have good grades, being in the ranking increases the

popularity, encouraging the effort, since when the norm is to be a normal

student and to have average grades the efforts are not to stand out.

Most of the studies claim that bullying leads to poor academic

performance6 and lower incomes after school completion (Le et al., 2005,

Kosciw et al., 2013, Ponzo, 2013, Kibriya et al., 2015). According to Boulton

and Underwood (1992) some aspects that may explain these results of

worst outcomes in terms of academic success are the following: bullying

victims have a higher tendency to report unhappiness and loneliness at

school, as well as reporting having fewer close friends. In addition, another

study done by Kumpulainen et al. (2001), Fekkes et al. (2006) showed that

victims of bullying are more likely to develop new psychosomatic and

psychosocial problems compared to children who were not bullied,

therefore difficult time to deal with loneliness, anxiety and depression,

which can be related to academic performance with the expected struggles

students might have when facing such

challenge.https://www.sciencedirect.com/science/article/pii/S151775801730

0218
Research has documented multiple negative outcomes associated with

being a bully, being bullied, and being a bystander. A recent meta-analysis

looked at the association between bullying and psychosomatic problems

and found that victimized children, bully-victims, and bullies were at

increased risk of suffering psychosomatic problems compared to

uninvolved peers (OR=2.0, 2.22, and 1.65 respectively; Gini and Pozzoli

2008).

The types of symptoms experienced by bullied youth and bystanders

include physical symptoms (such as headache, stomachache, backache,

dizziness) and psychological symptoms (such as bad temper, feeling

nervous, feeling low, difficulties in getting to sleep, morning tiredness,

feeling left out, loneliness, and helplessness) (Due et al. 2005; Salmon et al.

1998; Williams et al. 1996). Bullied youth and bystanders are also more

likely to have negative perceptions of school, behavior problems, trouble

focusing on schoolwork, and lower grades; to avoid activities; and to suffer

nightmares (Ferguson et al. 2007; Polanin 2012). Victimization also can

negatively affect school engagement, which can lead to a victim skipping

school and performing poorly (Seeley et al. 2011; Limber 2003). Being

bullied also raises the risk of being violent later in life by about one-third

(Ttofi, Farrington, and Lӧsel 2012).

While bullies tend to experience fewer mental health and social problems

than those who are bullied (Ferguson et al. 2007; Salmon, James and Smith

1998), research suggests that being a bully increases the risk of later

violence in life by about two-thirds (Ttofi, Farrington and Lӧsel 2012). Being

a bully also significantly raises the likelihood of being convicted of a

criminal offense as an adult, of drug use, and of low job status compared to

noninvolved peers (Farrington and Ttofi 2011; Olweus 1997; Sourander et

al. 2006; Ttofi et al. 2011). Bullies also tend to be at higher risk for

difficulties in romantic relationships and substance abuse problems (Cook

et al. 2010).

Bullying in childhood and adolescence can have negative consequences

for individuals that follow them into adulthood. A recent study, for

instance, found that, as adults, victims had a higher prevalence of

agoraphobia, generalized anxiety, and panic disorder compared to those

who had not been victims, and that bully/victims had an increased risk of

young adult depression, panic disorder, agoraphobia, and suicidality.

Bullies were at increased risk for antisocial personality disorder (Copeland

et al. 2013).Victims who are bullied during school have a higher risk of

being bullied in the workplace (Schafer et al. 2004). Cook and colleagues

(2010) drawing on a number of studies note that the risk of adversity is

highest for bully-victims, who are at increased risk for carrying weapons,

incarceration, and continued hostility and violence towards others.

Theoretical Framework

Early psychoanalytic theories of human behaviour were set forth most

notably by Austrian neurologist Sigmund Freud. Freud’s ideas were

influenced by Charles Darwin’s theory of evolution and by the physical

concept of energy as applied to the central nervous system. Freud’s most

basic hypothesis was that each child is born with a source of basic

psychological energy called libido. Further, each child’s libido becomes

successively focused on various parts of the body (in addition to people

and objects) in the course of his or her emotional development. During the

first postnatal year, libido is initially focused on the mouth and its

activities; nursing enables the infant to derive gratification through a

pleasurable reduction of tension in the oral region. Freud called this the

oral stage of development. During the second year, the source of excitation

is said to shift to the anal area, and the start of toilet training leads the child

to invest libido in the anal functions. Freud called this period of

development the anal stage. During the period from three through six

years, the child’s attention is attracted to sensations from the genitals, and

Freud called this stage the phallic stage. The half dozen years before
puberty are called the latency stage. During the final and so-called genital

stage of development, mature gratification is sought in a heterosexual love

relationship with another. Freud believed that adult emotional problems

result from either deprivation or excessive gratification during the oral,

anal, or phallic stages. A child with libido fixated at one of these stages

would in adulthood show specific neurotic symptoms, such as anxiety.

Freud devised an influential theory of personality structure. According to

him, a wholly unconscious mental structure called the id contains a

person’s inborn, inherited drives and instinctual forces and is closely

identified with his or her basic psychological energy (libido). During

infancy and childhood, the ego, which is the reality-oriented portion of the

personality, develops to balance and complement the id. The ego utilizes a

variety of conscious and unconscious mental processes to try to satisfy id

instincts while also trying to maintain the individual comfortably in relation

to the environment. Although id impulses are constantly directed toward

obtaining immediate gratification of one’s major instinctual drives (sex,

affection, aggression, self-preservation), the ego functions to set limits on

this process. In Freud’s language, as the child grows, the reality principle

gradually begins to control the pleasure principle; the child learns that the

environment does not always permit immediate gratification. Child

development, according to Freud, is thus primarily concerned with the

emergence of the functions of the ego, which is responsible for channeling

the discharge of fundamental drives and for controlling intellectual and

perceptual functions in the process of negotiating realistically with the

outside world.

Although Freud made great contributions to psychological theory—

particularly in his concept of unconscious urges and motivations—his

elegant concepts cannot be verified through scientific experimentation and

empirical observation. But his concentration on emotional development in

early childhood influenced even those schools of thought that rejected his

theories. The belief that personality is affected by both biological and

psychosocial forces operating principally within the family, with the major

foundations being laid early in life, continues to prove fruitful in research

on infant and child development.

Freud’s emphasis on biological and psychosexual motives in personality

development was modified by German-born American psychoanalyst Erik

Erikson to include psychosocial and social factors. Erikson viewed

emotional development over the life span as a sequence of stages during

which there occur important inner conflicts whose successful resolution

depends on both the child and his or her environment. These conflicts can

be thought of as interactions between instinctual drives and motives on the

one hand and social and other external factors on the other. Erikson
evolved eight stages of development, the first four of which are: (1) infancy,

trust versus mistrust, (2) early childhood, autonomy versus shame and

doubt, (3) preschool, initiative versus guilt, and (4) school age, industry

versus inferiority. Conflicts at any one stage must be resolved if

personality problems are to be avoided. (Erikson’s developmental stages

during adulthood are discussed below in the section Development in

adulthood and old age.)

Assumptions of the Study

1. The researchers assume that the rice-husk-ash and activated

charcoal bed trap will absorb turbidity and bacteria present in water.

2. The researchers assume that the rice-husk-ash and activated

charcoal will be formed into a filtration bed which can trap up to 95% of

impurities.

3. The researchers assume that the rice-husk-ash and activated

charcoal will turn filthy water into a potable one.

4. The researchers assume that the rice-husk-ash and activated

charcoal will increase the PH level of the water.

Definition of Terms
 Bullies- a person who habitually seeks to harm or intimidate those

whom they perceive as vulnerable.

Bullying- is an ongoing and deliberate misuse of power in

relationships through repeated verbal, physical and/or social behaviour

that intends to cause physical, social and/or psychological harm. It can

involve an individual or a group misusing their power, or perceived power,

over one or more persons who feel unable to stop it from happening.

Bystander- a person who is present at an event or incident but does

not take part.

Cope Up- is an intransitive verb meaning to deal with something well,

despite or in the face of some difficulty. An interpretation that is sometimes

used incorrectly in place of “keep up”.

Cyber Bullying- include posting hurtful images, making online

threats, and sending hurtful emails or texts. Because teens and tweens are

always "plugged in," cyberbullying is a growing issue among young

people. It’s also becoming more widespread because bullies can harass

their targets with much less risk of being caught.

Mechanism- a system of parts working together in a machine; a

piece of machinery.

Physical bullying- is the most obvious form of bullying. It occurs

when kids use physical actions to gain power and control over their
targets. Physical bullies tend to be bigger, stronger, and more aggressive

than their peers.

Psychology- the scientific study of the human mind and its

functions, especially those affecting behavior in a given context.

Sexual bullying- consists of repeated, harmful, and humiliating

actions that target a person sexually. Examples include sexual name-

calling, crude comments, vulgar gestures, uninvited touching, sexual

propositioning, and pornographic materials.

Student-Victims- a student of BNCHS harmed, injured, or killed as a

result of a crime, accident, or other event or action related to bullying..

Verbal Bullying- perpetrators of verbal bullying use words,

statements, and name-calling to gain power and control over a target.

Typically, verbal bullies will use relentless insults to belittle, demean, and

hurt another person. They choose their targets based on the way they look,

act, or behave. It’s also common for verbal bullies to target kids with

special needs.
 CHAPTER III

METHODOLOGY

This chapter presents the research design, sources of data, locale of the

study and population and sampling techniques, instrumentation and data

gathering procedures and statistical tools used for data analysis.

Research Design

In this qualitative research, a descriptive method was used. Descriptive

research can identify or rather justify practical conditions. It is capable of making

assessments and can compare factual data depicting relevant phenomena.

Kumar (2005) states that descriptive research can assist the researchers in

terms of creating data about similar population. Descriptive study tries to illustrate

systematically structured instance, phenomenon, problem, service or data related

to living conditions meant for the community or to illustrate attitudes for the same.

The process of descriptive research is liable to generate perfect

comprehensiveness about the selected inquiry groups and thereby can establish

interrelationships among the notable variables. It is quick and is noted for

identifying investigation made over sufficient interpretation.

 It is done through a case study approach to know the deeper details

about a certain topic which may give us an in depth understanding to a certain

issue or problem.

Sources of Data/Respondents of the Study

The data will be gathered from the three academic strands (HUMSS, ABM

and STEM) of the Senior High School at BNCHS with a total of eight sections.

Proportionally, each strand will consist of three students who were bullied and

are currently being bullied will be a respondent to the research undertaking

utilizing the snowball or chain sampling. The victims will be choose regardless of

what type of bullying, age, gender and social status. Respondents will be

determined according to the information given by the teachers and the guidance

counselor on who among the students have been bullied and have been reported

with a case of bullying.

Research Instrument (Instrumentation and Data Collection)

After the approval of the study, the researchers will use a set of

questionnaires that will serve as a guide in the conduct of an interview. While the

interview is ongoing, researchers conducts an observation to confirm validation

based on the response or reaction of the respondents. The primary tool used in
gathering data was in a form of an individual interview with the respondents. The

interview was focused on the coping strategies or mechanisms of the victims.

The first part of questionnaires are composed of questions involving the

profile of the respondent wherein the questions where basically answered

through their own knowledge about their selves. The second set of

questionnaires are composed of the different type of bullying they have been

experienced or currently experiencing and in relation, where do bullying mostly

takes place in the school premises. The last set of questionnaires are compose

of the different strategies or coping mechanisms that the respondents practiced.

Sampling Procedure

In this qualitative study a snowball or chain sampling procedure is used to

determine the respondents of this study. It is done by asking relevant people of

they know someone or somebody fitted or is willing to participate in the study.

Data Gathering Procedure

Before engaging to this data gathering, the researchers prepared an

informed consent letter to be given to the adviser or the teacher and the

respondents of the study, voluntary participation was highly emphasized in the

letter of consent.
 The data gathering procedure was done in a form of individual interview in

which the researchers took a copy of the respondent’s response and the

capturing of pictures for documentation and evidence. All interviews were voice

recorded to avoid the misinterpretation of the given information. The interviews

were informal and open ended, and carried out in a conversational style.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter overseen the presentation, analysis and interpretation of data

gathered by the researchers. The gathered data were presented in tables with

the answers of each respondent on the last part which is a completion type of

questionnaire, answering the specific questions that leads in the building of the

resolvation of the research problem regarding to the Coping Up Mechanisms of

Bullied Students.

Profile of the Respondents

The respondents of the research undertaking were gathered from the

three academic strands of the Senior High School at Bacarra National

Comprehensive High School mainly from the Science, Technology, Engineering,

and Mathematics (STEM), Humanities and Social Sciences (HUMSS) and

Accounting, Business and Management(ABM) that composes three respondents

every strand with a total of nine respondents of the research undertaking. The

nine respondents of the study are composed of five females and four males

with an average age of 17.56% regardless of gender.

Profile of the Respondents

Table 1.
SECTION
RESPONDENTS AGE GENDER
(GRADE 11)
A 18 FEMALE HUMSS-A
B 16 FEMALE STEM-A
C 17 FEMALE STEM-A
D 22 MALE HUMSS-B
E 17 FEMALE ABM-A
F 17 MALE ABM-A
G 17 MALE ABM-B
H 17 MALE STEM-B
I 17 FEMALE HUMSS C

1. Did you ever experience being bullied or are you currently experiencing

bullying?

Table 2.

RESPONDENTS YES NO SOMETIMES NEVER

A ✔

B ✔

C ✔

D ✔ ✔

E ✔

F ✔
 G ✔

H ✔

I ✔

In question number one, did you ever experience being bullied or are you

currently being bullied? All of the respondents answered "Yes" except

respondent I who answered “Sometimes” regardless of gender. From the data

gathered and presented from the table, it can be gleaned that grade 11 students

under the academic strands of BNCHS are still prone to bullying despite of their

strand.

Thus, bullying does still exist despite of the laws being implemented or

seminars that are being conducted inside the premises of the school to inform

students on the causes and effects of bullying.

2. Did you ever think of committing suicide?

Table 3.
RESPONDENT YES NO SOMETIMES NEVER
S

A ✔

B ✔

C ✔

D ✔

E ✔

F ✔
 G ✔

H ✔

I ✔

In question number two, Did you ever think of committing suicide?

respondents C,G,H, and I answered "Yes", respondents A,D and E answered

"Sometimes" while respondents B and F answered "Never".

From the data gathered and presented from the table, it can be concluded

that most of the respondents are still in capable of thinking in the right way

instead of committing suicide despite of what they are undergoing.

Thus, the mental health of the victims is still working in a manner of thinking

the right way.

3. Did you feel being belittled, underestimated or being degraded by

someone?

Table 4.
RESPONDENTS YES NO SOMETIMES NEVER

A ✔

B ✔

C ✔

D ✔

E ✔

F ✔

G ✔
 H ✔

I ✔

In question number three, Did you feel being belittled, underestimated or

being degraded by someone? respondent A and E answered "Yes", respondent

G answered "No", respondents B, C, D, F and H answered "Sometimes" while

respondent I answered "Never".

From the data gathered and presented from the table, it can be interpreted

that most of the respondents answered "Sometimes" which indicates that the

bullying that they experience are not as frequent as it is.

Thus, the victims are prone to bullying but not as frequent as other cases.

4. Did you ever think of fighting back?

Table 5.
RESPONDENTS YES NO SOMETIMES NEVER

A ✔

B ✔

C ✔

D ✔

E ✔

F ✔

G ✔

H ✔

I ✔
 In question number four, Did you ever think of fighting back? Respondents

C,G, and I answered "Yes", respondents E and F answered "No" while

respondents A,B,D and H answered "Sometimes".

From the data gathered and presented from the table, it can be gleaned that

most of them don’t have the courage to fight back and remain silent while being

bullied and just endure the pain.

Thus, fighting back would give them more harm or ease the pain brought

by the bully.

5. What are the types of bullying you are experiencing or experienced from

the past?

Table 6.
RESPONDENTS Physical Verbal Psychologica Cyber
Bullying Bullying l Bullying Bullying

A ✔ ✔ ✔

B ✔ ✔ ✔

C ✔

D ✔ ✔

E ✔ ✔

F ✔

G ✔

H ✔

I ✔
 In question number five, What are the types of bullying that you are

experiencing or experienced from the past? Respondents B and D answered

"Physical Bullying", respondents A, B,C,D,E,F,G,H and I answered "Verbal

Bullying", respondent A answered Psychological Bullying while respondents A,B

and E answered Cyber Bullying From the data gathered and presented from the

table, it can be concluded that most cases of bullying is done through Verbal

Bullying.

Thus, there are so many forms or types of bullying that can be perform but

the most case is usually done through verbal bullying.

6. Who are the common bullies that you encounter?

Table 7.
RESPONDENTS Males Females Gay Lesbians

A ✔

B ✔ ✔

C ✔

D ✔ ✔

E ✔

F ✔

G ✔

H ✔

I ✔
 In question number six, Who are the common bullies? Respondents

B,D,E,F,G and H answered "Males", also respondents A,B and C answered

"Females" while respondent D answered "Gays" while respondent I answered

"Lesbians".

From the data gathered and presented from the table it can be gleaned

that most proponents of bullying are males.

Thus, most bullies from the academic strands are males.

7. What are the factors or attributes do they usually bully?

Table 8.
RESPONDENT Physical Social Gender Intellectual
S Appearance Status Identity Capabilities

A ✔ ✔ ✔ ✔

B ✔

C ✔

D ✔ ✔

E ✔

F ✔

G ✔

H ✔

I ✔

In question number seven, What factors or attributes do they usually

bully? Respondents A,B,C,D,E,F and G answered "Physical Appearance",

respondents A answered "Social Status", also respondents A,D and H answered

"Gender Identity" while respondents A and I again answered "Intellectual

Capabilities". From the data gathered and presented in the table , it can be

gleaned that most factors that were usually being bully is according to their

Physical Appearances.

Thus, the critizisms and judgements of the bullies were based from the

physical appearance of the victim.

8. What does it usually affects you?

Table 9.
RESPONDENT Behavior Personality Relationship Confidence
S to other
People

A ✔ ✔ ✔ ✔

B ✔ ✔ ✔ ✔

C ✔

D ✔ ✔ ✔

E ✔ ✔ ✔

F ✔

G ✔

H ✔

I ✔

In question number eight, What does it usually affects you? Respondents

A,B,E and G answered "Behavior", also respondents A,B and D answered

"Personality", again respondents A,B,D and E answered "Relationship to other

People" and lastly respondents A,B,C,D,E,F,H and I answered "Confidence."

From the data gathered and are presented in table, it can be concluded that

being bullied mostly affects the confidence of a student.

Thus, despite of being a student who are under the academic strands,

bullying is always a big impact of once confidence

9. What do you usually do after being bullied?

Please state all the possible ways you usually do in order to cope up

from being bullied or in order for you not to experience it anymore.

Respondent A:

""

Respondent B:

"I just stay quiet all this time because even if I report it to my teacher or

parents, they still gonna bully me afterwards. Sometimes I would tell it to my

friends, just a little bit of details of what happened."

Respondent C:

"Most of the time, I stay at one corner and stay silent. I read stories on

wattpad. I talk to my bestfriend when I feel so down and I try to move on despite

experiencing bullying from others."

Respondent D:
"I think of committing suicide sometimes."

Respondent E:

"Crying every night."

"I will just avoid them and act like everything is okay. "

Respondent F:

"Cry"

"Avoid people who bully me. "

Respondent G:

"Ignoring it."

Respondent H:

"I just let them do what they want. I don’t care anyway. Everytime I got

bullied, I reset my mind and build some confidence. "

Respondent I:

"I just ignore them and focus on something "

From all the responses of the nine respondents of the research

undertaking from the question, “What do you usually do after being bullied?

Please state all the possible ways you usually do in order to cope up from being

bullied or in order for you not to experience it anymore.” It can be gleaned that

most of the students are still incapable of getting out from abuse brought by

bullying. A lot of them usually don’t fight back instead they just ignore what they
are into whether they get pain. They cry because of fear, anxiety and depression

but others don’t. Some are still have the will to remain strong and keep on

fighting in a manner of the mindset they have that he/she don’t care of what other

person perceive about him and some seeks for the company of other people that

are close to him.

Thus, bullying can be manageable through the mindset of people whether

you choose to be bullied again and again, fight back or seek for the company of

other people to ease the pain they have brought by bullying.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendations

based on the findings of the study which focuses on the Coping Up Mechanisms

of Bullied Students.

Summary
 The study determined the Coping Up Mechanisms of bullied Students

considering the different responses and answers of the nine respondents that

were chosen through snowball sampling from the three academic strands of the

senior high school at Bacarra National Comprehensive High School

(BNCHS)mainly the Science and Technology and Engineering Management

(STEM),Humanities and Social Sciences (HUMSS) and Accountancy and

Business Management (ABM) school year 2019-2020.

Related to this, the researchers also determined the significant

relationship between the profile (Age, Gender, Year Level) and their Section of

the students-respondents (Youth) and their Coping Up Mechanisms regarding to

bullying.

On the personal profile of the respondents, the researchers found out that

the students respondents have an average age of 17.56 regardless of gender

were victims of bullying.

On the gender of the respondents, majority of them are females which are

five with an average rate of 55.56% and there are males which are four with an

average of 44.44 %. The data shows that whether you are a female nor a male,

you are still a possible victim to bullying.

On the Coping Up Mechanisms of Bullied Students, the students

answered the following questions in a survey form with varying ideas and
thoughts being used to answer it. Students have in commonalities and varying

answers in each questions.

It is also found out that the coping up mechanisms of the victims on

bullying varies yet still a part of their coping up mechanism. From the data

gathered from the nine respondents most coping up mechanisms were not

fighting back but the ability to endure the pain and neglect it, ignore, cry or seek

for others companion.

Findings

In this research study, it is found out that practioners of bullying that

provides violence could be anyone regardless of gender that mainly attack

students by their physical appearances through a manner of verbal bullying

regardless of gender. It is also found out that there are varieties of coping up

mechanisms that the victim usually do.

Conclusion

The researchers concluded that the respondents have a difficulties when it

comes to bullying. They also conclude that there is a significant relationship

between the gender of the respondents and their coping up mechanisms which

has a weak negative correlation and all other areas like age. year level and

strands shows small significant relationship.

Recommendations

The researchers as a result of their findings recommends that for the

students; the victims of bullying should keep on fighting bullying in a peaceful

way and do not get be engulfed by anxiety and depression brought by bullying.

For the parents, there is a need to careful observation and guidance to the

victims of bullying making it more relevant to the needs of youth empowerment

without sacrificing their educational, social and self development. And for the

teachers, strengthening the students partnerships with the school administration

as their foundation; establishing a standard, systematic monitoring, supervision,

and moral support to students. And lastly it is recommended to the school

administrators to provide school seminars for all the students as well as the

different staffs and employees of the school; ensure guidance, monitoring, non-

partisan. Promulgation of policies and student-friendly processes so as not to

tolerate and abuse other student; enforcement of existing policies and continued

studies be made by the youth and the school to improve youth participation in the

school.
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 APPENDIX

Appendix A LETTER TO THE ASSISTANT PRINCIPAL

Bacarra National Comprehensive High School

Humanities and Social Sciences
Bacarra, Ilocos Norte

February 14, 2020

MRS. JUDITH B. MACADANGDANG

Assistant School Principal II, SHS
Bacarra National Comprehensive High School

Madam:
May we request permission to conduct interview in line with our study entitled,
“COPING UP MECHANISMS OF BULLIED STUDENTS”.

This study is undertaken in partial fulfillment of the requirements in Practical

Research 1 for Senior High School students here at Bacarra National
Comprehensive High School, this second semester of school year 2019 – 2020.

Thank you for your kind approval to this request. Rest assured that all data
shared by the respondents will be treated for academic purposes only.

Thank you very much.

Respectfully yours,

Carl Jefferson D. Anac Jerney Mae Abrigo Jonel M. Aurel

Researcher Researcher Researcher

Tristan Andrei A. Rivera Prince Jewel G. Santos

Researcher Researcher

Noted by:

ELEUBERTO A. ACEDILLO
Teacher, Practical Research 1

Approved by:

MRS. JUDITH B. MACADANGDANG

Assistant School Principal II, SHS
Appendix D LETTER TO RESPONDENTS
Bacarra National Comprehensive High School
Humanities and Social Sciences
Bacarra, Ilocos Norte

February 14, 2020

Dear Respondent,

A pleasant day!

May we please have some of your time for an interview in line with our study
entitled, “COPING UP MECHANISMS OF BULLIED STUDENTS”; your cooperation
in this matter will help us finish our research paper. In addition, your participation
will help us solve this issue regarding the coping up mechanism of our fellow
students about bullying and will benefit a lot of people.

Rest assured that all information shall be kept highly confidential.

Thank you!
Yours truly,

Carl Jefferson D. Anac Jerney Mae Abrigo Jonel M. Aurel

Researcher Researcher Researcher

Tristan Andrei A. Rivera Prince Jewel G. Santos

Researcher Researcher

Noted by:

ELEUBERTO A. ACEDILLO
Teacher, Practical Research 1

SURVEY QUESTIONNAIRE

I. Personal Profile of Respondents

Name:
_____________________________________________________________
(Optional) Surname First name MI
Age: _______ Gender: _________ Section: ___________ Religion: ________

I. Encircle the response of your honest choice.

1. Did you ever experience being bullied or are you currently experiencing
bullying?
a. yes b. no c. sometimes d. never
2. Did you ever think of committing suicide?
a. yes b. no c. sometimes d. never
3. Did you feel being belittled, underestimated or being degraded by
someone?
a. yes b. no c. sometimes d. never
4. Did you ever think of fighting back?
a. yes b. no c. sometimes d. never

II. The different types of bullying that you have experienced or currently
experiencing.
5. What are the types of bullying that you are experiencing or experienced
from the past?
a. Physical Bullying c. Psychological Bullying
b. Verbal Bullying d. Cyber Bullying
If unstated on the choices, what is it?
_____________________________________

6. Who are the common bullies that you encounter?

a. males b. females c. gay d. lesbians
If unstated on the choices, what is it?
_____________________________________

7. What factors or attributes do they usually bully?

a. Physical Appearance c. Gender Identity
b. Social Status d. Intellectual Capabilities
If unstated on the choices, what is it?
_____________________________________

8. What does it usually affects you?

a. Behavior c. Relationship to other people
b. Personality d. Confidence
If unstated on the choices, what is it?
_____________________________________

III. The strategies or coping mechanism of the victim.

What do you usually do after being bullied?
Please state all the possible ways that you usually do in order to cope up from
being bullied or in order for you not to experience it anymore.

Thank you very much for your cooperation! (Diyos ti ag-ngina!)

CURICULUM VITAE

Bacarra National Comprehensive High School

Humanities and Social Sciences

PERSONAL INFORMATION

NAME : ANAC, CARL JEFFERSON D.

EMAIL : [email protected]
ahoo.com
DATE OF BIRTH : February 02, 2002

ADDRESS : #37-A Casilian Bacarra, Ilocos Norte

PLACE OF BIRTH : Bacarra, Ilocos Norte

CIVIL STATUS : Single

EDUCATIONAL ATTAINMENT:

ELEMENTARY : Cabaruan Elementary School (CABES)

JUNIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

SENIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

CURICULUM VITAE

Bacarra National Comprehensive High School

Humanities and Social Sciences

PERSONAL INFORMATION

NAME : ABRIGO, JERNEY MAE

EMAIL : [email protected]

DATE OF BIRTH : February 20, 2003

ADDRESS : # 14 San Gabriel II Bacarra, Ilocos Norte

PLACE OF BIRTH : Baresbes Dingras, Ilocos Norte

CIVIL STATUS : Single

EDUCATIONAL ATTAINMENT:

ELEMENTARY : Bacarra Central Elementary School (BCES)

JUNIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

SENIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

CURICULUM VITAE

Bacarra National Comprehensive High School

Humanities and Social Sciences

PERSONAL INFORMATION

NAME : AUREL, JONEL M.

EMAIL : [email protected]

DATE OF BIRTH : March 25, 2003

ADDRESS : #37-A Casilian, Bacarra, Ilocos Norte

PLACE OF BIRTH : Bacarra, Ilocos Norte

CIVIL STATUS : Single

EDUCATIONAL ATTAINMENT:

ELEMENTARY : Cabaruan Elementary School (CABES)

JUNIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

SENIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

CURICULUM VITAE

Bacarra National Comprehensive High School

Humanities and Social Sciences

PERSONAL INFORMATION

NAME : SANTOS, PRINCE JUWEL G.

EMAIL : [email protected]

DATE OF BIRTH : October 07, 2002

ADDRESS : #40 Buyon, Bacarra, Ilocos Norte

PLACE OF BIRTH : Laoag, Ilocos Norte

CIVIL STATUS : Single

EDUCATIONAL ATTAINMENT:

ELEMENTARY : Buyon Elementary School (CABES)

JJNIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

SENIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

CURICULUM VITAE

Bacarra National Comprehensive High School

Humanities and Social Sciences

PERSONAL INFORMATION

NAME : RIVERA,TRISTAN ANDREI A.

EMAIL : [email protected]

DATE OF BIRTH : July 25,2002

ADDRESS : #10 San Vicente, Bacarra, Ilocos Norte

PLACE OF BIRTH : Bacarra, Ilocos Norte

CIVIL STATUS : Single

EDUCATIONAL ATTAINMENT:

ELEMENTARY : Pulangi, Elementary School (PULES)

JUNIOR HIGH : Bacarra National Comprehensive High School (BNCHS)

SENIOR HIGH : Bacarra National Comprehensive High School (BNCHS)