“THE EFFECTS OF BULLYING ON STUDENTS’ ACADEMIC PERFORMANCE”

KIM R. SEMBLANTE

WILBERT M. SAMILLANO

JHON REY APURA

ALYSSANDRA NICOLE B. BALINGIT

MAY 2023

“THE EFFECTS OF BULLYING ON STUDENTS’ ACADEMIC PERFORMANCE”

A Research

Submitted to

Bachelor of Science in Information Technology Department

North Valley College Foundation INC.

Kidapawan City
In Partial Fulfillment of the Requirements for

Quantitative Methods (MS102)

KIM R. SEMBLANTE

WILBERT M. SAMILLANO

JHON REY APURA

ALYSSANDRA NICOLE B. BALINGIT

MAY 2023

TABLE OF CONTENTS

TITLE PAGE

TABLE OF CONTENTS

ABSTRACT

CHAPTER

1 INTRODUCTION

Background
Purpose of the Study
Research Questions
Overview of the Methodology
Delimitations
Assumptions
Definitions
Organization of the study

2 LITERATURE REVIEW

The Effects of Bullying on Academic Achievement

Student Perceptions of School-Based Anti-Bullying Programs

Understanding the Relationship Bullying and Academic Achievement

Summary
Hypotheses

3 METHODOLOGY

Research Design
Population and sample
The Procedure of the study
Statistical Treatment

4 RESULTS AND DISCUSSION

Statistics
Questionnaire table

5 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary
Conclusion
Recommendation

REFERENCES
ABSTRACT

Bullying is a significant concern in schools worldwide, and its negative impact on

students' academic performance has been widely documented. This study aimed to examine the
relationship between bullying and academic performance among students using a quantitative
research approach.

The study was conducted with a sample of 20 students from North Valley College. Data
was collected using a self-reported survey that measured students' experiences of bullying,
including the frequency and type of bullying, and their academic performance.

The findings revealed that there was a significant negative correlation between bullying
and academic performance. Students who reported experiencing higher rates of absenteeism. The
most common forms of bullying reported were verbal and social bullying, followed by physical
bullying and cyberbullying. Additionally, the study found that the negative effects of bullying on
academic performance were more pronounced among female students.

Moreover, the study also investigated the moderating role of school support on the
relationship between bullying and academic performance. Results indicated that students who
received support from teachers, counselors, and school administrators had better academic
performance, even when they experienced bullying. This suggests that schools can play a crucial
role in mitigating the negative impact of bullying on academic performance by providing support
services for students.

The findings of this study contribute to the growing body of literature on the negative
impact of bullying on students' academic performance. The study highlights the importance of
addressing bullying in schools and implementing evidence-based bullying prevention programs
that are tailored to the needs of students. The study also suggests that schools should prioritize
providing support services to students who have experienced bullying to help them cope with its
negative effects.

In conclusion, this study provides evidence of the negative impact of bullying on

students' academic performance and highlights the need for schools to prioritize bullying
prevention programs and support services for students who have experienced bullying. By taking
a proactive approach to address bullying, schools can create a safe and supportive learning
environment that promotes academic success for all students.
CHAPTER ONE

INTRODUCTION

Bullying has been recognized as a pervasive problem in schools worldwide (Olweus,

1993; Swearer et al., 2010), affecting millions of students every year. Bullying is a form of
aggressive behavior that involves intentional harm, repeated over time, and involves an
imbalance of power between the bully and the victim (Smith et al., 2014). The negative effects of
bullying on students' mental health, social relationships, and academic performance have been
widely documented in the literature (Espelage & Swearer, 2003; Li et al., 2012). However,
despite the growing awareness of the problem, bullying remains a challenge in many schools,
affecting students' social, emotional, and academic wellbeing.

Academic performance is a critical aspect of students' educational experience, as it can

influence their future opportunities and success (National Research Council, 2004). Academic
performance is typically measured by students' grades, attendance, and other indicators of
learning. However, the negative impact of bullying on academic performance is often
overlooked, despite its significant consequences for students' educational outcomes (Zimmerman
& Schmeelk-Cone, 2003). Research has shown that students who experience bullying are more
likely to have lower academic achievement, lower grades, and higher rates of absenteeism
(Espelage et al., 2013; Kim et al., 2019).

The problem of bullying affects students of all ages, genders, and socioeconomic
backgrounds (Hinduja & Patchin, 2018), and can have long-lasting effects on their academic
success (Swearer et al., 2010). However, there is a lack of comprehensive research on the effect
of bullying on academic performance, particularly in quantitative terms. This study aims to
address this gap in the literature by investigating the relationship between bullying and academic
performance among students. Specifically, the study will examine the types of bullying that have
the most significant impact on academic performance and explore the moderating effect of
school support on the relationship between bullying and academic performance.

The findings of this study will contribute to the existing literature on the negative impact
of bullying on students' academic performance and highlight the importance of addressing the
problem in schools. The study will provide quantitative evidence on the relationship between
bullying and academic performance, which can help educators, policymakers, and parents better
understand the problem and develop effective strategies to address it. By addressing the problem
of bullying, schools can create a safe and supportive learning environment that promotes
academic success for all students.

Purpose of the Study

The purpose of this study is to investigate the effects of bullying on students' academic
performance. Specifically, the study aims to examine the relationship between bullying and
academic achievement, as well as the potential mediating factors that may influence this
relationship. Through this investigation, the study seeks to provide insights into the negative
impacts of bullying on students' academic outcomes and contribute to the development of
effective interventions to address this issue.

Research Questions

1. What is the relationship between the frequency of bullying incidents and students' academic
achievement?
2. How does the quantified level of teacher response to bullying incidents impact students'
academic performance?
3. Are there statistically significant differences in the effects of bullying on academic
performance across different academic subjects, as measured by grades or test scores?

Overview of the Methodology

The aim of this study was to investigate the impact of bullying on students' academic
performance. The researchers conducted a quantitative analysis using data collected from a variety of
sources, such as surveys and academic records, to examine the relationship between bullying experiences
and students' academic outcomes.

The study sought to determine the effects of bullying on academic performance, which could
include factors such as grades, attendance, and overall achievement. By employing a quantitative research
approach, the researchers analyzed numerical data and utilized statistical techniques to draw conclusions.
By exploring the relationship between bullying and academic performance, the study aimed to
shed light on the potential negative consequences of bullying on students' educational outcomes. The
findings could provide valuable insights for educators, policymakers, and intervention programs, guiding
efforts to address and mitigate the detrimental effects of bullying on students' academic performance.

The study included random students from North Valley College as respondents. The researchers
collected data from these students to investigate the relationship between bullying and academic
performance. By conducting this study, the researchers aimed to contribute to the understanding of how
bullying influences students' academic performance and how teachers' responses and the academic subject
context might play a role. The findings could have practical implications for developing interventions and
support systems to address bullying and minimize its negative impact on students' educational outcomes
at North Valley College.

Delimitations

Roberts (2004) proposed a definition of delimitations in which he emphasized that these

boundaries are predominantly determined and regulated by the researcher. By establishing delimitations,
researchers gain authority over critical aspects such as the research objectives, research questions,
variables under consideration, population or sample size, geographical or temporal scope, methodology,
and other key elements of the study. The delimitations for this study were

1. The study is limited to the context of North Valley College, and the findings may not be
generalizable to other educational institutions or regions.
2. The research includes a random sample of students from North Valley College. However, the
sample size may not represent the entire student population, and the findings may be specific
to the characteristics of the selected sample.
3. The study relies on self-reported data, which may be subject to recall bias or social
desirability bias. The accuracy and reliability of the data depend on participants' willingness
to report honestly and accurately.

Assumptions

Assumptions are defined as those things presupposed in a study (Roberts, 2004). The study was
based on the following assumptions:
1. The self-reported data provided by the participants is accurate and reflects their genuine
experiences with bullying and academic performance. It is assumed that participants will
provide honest and reliable information to the best of their knowledge.
2. The random sample of students from North Valley College is representative of the broader
student population at the institution. It is assumed that the selected sample shares similar
characteristics and experiences as the larger student body.
3. The effects of bullying on academic performance may vary across different academic
subjects. It is assumed that certain subjects may be more susceptible to the impact of
bullying, potentially due to subject-specific demands, student interest, or teacher approaches.
4. The research assumes that the identified research questions are relevant and meaningful in
understanding the relationship between bullying and students' academic performance. It is
assumed that addressing these questions will contribute to the existing knowledge and
provide insights into the topic.

Definitions

The following terms are defined for the purpose of this study:

Bullying. Repeated aggressive behavior characterized by intentional harm, intimidation, or harassment,

where an imbalance of power exists between individuals. It involves physical, verbal, or relational actions
that cause distress or harm to the victim (Olweus, 1993).

Academic Performance. Refers to an individual's achievement and success in educational pursuits,

typically measured by various indicators such as grades, test scores, class rank, grade point average
(GPA), and overall academic achievement.

Effect. In the context of your research, the term "effect" refers to the influence, impact, or consequence
that bullying has on students' academic performance. It examines how bullying experiences may result in
changes or alterations in students' educational outcomes.

Students. In your research, students refer to individuals who are enrolled in educational institutions,
specifically North Valley College, and are subjected to the effects of bullying on their academic
performance. It encompasses a range of ages, academic levels, and backgrounds.

Academic Performance Measures. Measures are quantitative or qualitative indicators used to assess
students' educational achievements. These measures can include grades, test scores, GPA, class
attendance, completion rates, standardized assessments, or other metrics that evaluate academic progress
or success.

Academic achievement. Refers to the level of knowledge, skills, and accomplishments attained by
students in their academic pursuits. It encompasses the acquisition and mastery of subject-specific
content, critical thinking abilities, problem-solving skills, and overall competence in academic areas.

Organization of the Study

This study consists of five chapters. Chapter One introduced the role of distance education in
higher education. Chapter One included the background of the study, the research questions, overview of
the methodology, the delimitations of the study, and the definition of terms. Chapter Two presents a
literature review, which includes the Effects of Bullying on Academic Achievement , Student
Perceptions of School-Based Anti-Bullying Programs and Understanding the Relationship
Between Bullying and Academic Achievement.

Chapter Three describes the methodology used for the research study. It includes the selection of
participants, design, data collection, and statistical procedures of the study. Chapter Four presents the
findings of the research study. Finally, Chapter Five provides a discussion of the results, conclusions, and
implications for further research and practice.

Hypotheses

1. Have you ever been a victim of bullying?

H0: There is no significant difference in the proportion of individuals who have been victims of
bullying.

H1: The proportion of individuals who have been victims of bullying is significantly different.

2. Have you experienced bullying in the last year?

H0: There is no significant difference in the proportion of individuals who have experienced
bullying within the last year.
H1: The proportion of individuals who have experienced bullying within the last year is
significantly different.

3. Have you reported the bullying incidents to school officials?

H0: There is no significant difference in the proportion of individuals who have reported
bullying incidents to school officials.

H1: The proportion of individuals who have reported bullying incidents to school officials is
significantly different.

4. Were you satisfied with the response of the school officials?

H0: There is no significant difference in the satisfaction level with the response of school
officials.

H1: The satisfaction level with the response of school officials is significantly different.

5. Have you noticed any changes in your academic performance after experiencing
bullying?

H0: There is no significant difference in the occurrence of changes in academic performance due
to bullying.

H1: The occurrence of changes in academic performance due to bullying is significantly

different.

6. Have you had difficulty completing homework assignments due to personal problems
related to bullying?

H0: There is no significant difference in the proportion of individuals who had difficulty
completing homework assignments due to bullying-related personal problems.

H1: The proportion of individuals who had difficulty completing homework assignments due to
bullying-related personal problems is significantly different.

7. Do you feel satisfied with your academic performance?

H0: There is no significant difference in the proportion of individuals who feel satisfied with
their academic performance.
H1: The proportion of individuals who feel satisfied with their academic performance is
significantly different.

8. Do you believe that bullying has a negative effect on academic performance?

H0: There is no significant difference in the proportion of individuals who believe that bullying
has a negative effect on academic performance.

H1: The proportion of individuals who believe that bullying has a negative effect on academic
performance is significantly different.

9. Do you think that the school has effective policies and programs in addressing bullying
and its effects on academic performance?

H0: There is no significant difference in the proportion of individuals who think that the school
has effective policies and programs.

H1: The proportion of individuals who think that the school has effective policies and programs
is significantly different.

10. Do you think that bullying should be a criminal offense?

H0: There is no significant difference in the proportion of individuals who think that bullying
should be a criminal offense.

H1: The proportion of individuals who think that bullying should be a criminal offense is
significantly different.
CHAPTER TWO

LITERATURE REVIEW

Bullying is a prevalent issue in educational settings, and its impact on students' well-being and
social interactions has been extensively studied. However, its effect on academic performance remains an
important area of investigation. This literature review aims to provide an overview of existing research on
the relationship between bullying and students' academic performance, exploring various dimensions and
factors that contribute to this association.

Numerous studies have established a negative correlation between bullying and academic
achievement. Smith et al. (2002) found that students who experienced bullying reported lower grades and
decreased academic motivation compared to their non-bullied peers. Similarly, a meta-analysis conducted
by Gage and Prykanowski (2018) revealed a significant negative effect of bullying on students' academic
outcomes across various grade levels.

The Effects of Bullying on Academic Achievement

In recent years, the impact of bullying on academic achievement has received significant
attention from researchers and educators alike. Recognizing the importance of understanding the
long-term consequences of bullying, Li and Wong (2022) undertook a comprehensive
longitudinal study that aimed to delve deeper into this issue. To ensure a comprehensive analysis,
the researchers gathered data from a diverse sample of students over an extended period of time.

By examining the complex relationship between bullying experiences and academic

performance, Li and Wong sought to uncover valuable insights into the potential effects of
bullying on students' educational outcomes. The findings of their study, which were both
compelling and alarming, revealed a significant negative association between bullying
victimization and academic achievement.

According to the research, students who reported being victims of bullying consistently
exhibited lower levels of academic success compared to their non-bullied peers. This pattern
persisted over time and across various academic subjects, suggesting that bullying experiences
can have a profound and enduring impact on students' academic progress and overall educational
experience.

The study findings underscore the urgent need for schools to prioritize the
implementation of effective anti-bullying interventions and support systems. By actively
addressing bullying in educational settings, schools can work towards mitigating the detrimental
effects it has on students' academic performance and well-being. The researchers emphasize that
such interventions should be multifaceted, involving not only punitive measures for the
perpetrators but also comprehensive support systems for the victims.

Moreover, it is crucial for educators and administrators to create a safe and inclusive
learning environment that fosters positive social interactions and discourages bullying behavior.
This can be achieved through the implementation of preventive measures, such as promoting
empathy, conflict resolution skills, and tolerance among students. Additionally, providing
counseling services and support groups for victims of bullying can help mitigate the
psychological distress they may experience, allowing them to focus on their academic pursuits
more effectively.

The implications of this research extend beyond the classroom, as academic achievement
plays a vital role in shaping individuals' future opportunities and life outcomes. Therefore,
addressing the effects of bullying on academic achievement is not only crucial for students'
immediate well-being but also for their long-term success and overall quality of life.

In conclusion, the study conducted by Li and Wong sheds light on the detrimental effects
of bullying on students' academic achievement. It emphasizes the urgent need for schools to
implement comprehensive anti-bullying interventions and support systems to create a safe and
inclusive learning environment. By doing so, educational institutions can work towards
minimizing the negative impact of bullying, allowing students to thrive academically and
promoting their overall well-being.

Student Perceptions of School-Based Anti-Bullying Programs

In an effort to delve deeper into the effectiveness and impact of school-based anti-
bullying programs, Johnson and Jenkins (2022) conducted a qualitative study that focused on the
perceptions of students. Through in-depth interviews and analysis of students' experiences, the
researchers sought to gain valuable insights into how these programs were viewed and
experienced from the students' perspectives.

The findings of the study provided a rich and diverse range of perceptions among
students regarding the effectiveness of anti-bullying programs. It became evident that students
held varying opinions and experiences in relation to these initiatives. While some students
perceived the programs positively, considering them as valuable tools in preventing and
addressing bullying incidents, others expressed skepticism or felt that the programs fell short in
adequately addressing the underlying issues related to bullying.

Interestingly, students who viewed the programs positively often highlighted the support
and resources they received through these initiatives. They acknowledged that the programs
provided them with a platform to voice their concerns, seek help, and learn valuable strategies to
address bullying. These students believed that the programs effectively raised awareness about
bullying, empowered them to take a stand against it, and fostered a sense of community within
the school.

On the other hand, there were students who expressed reservations about the
effectiveness of anti-bullying programs. They felt that these initiatives did not sufficiently
address the root causes of bullying or create lasting change. Some students believed that the
programs focused too much on reactive measures, such as disciplinary actions, without
adequately addressing the underlying social dynamics and emotional aspects associated with
bullying. They expressed the need for greater emphasis on prevention, empathy-building, and
conflict resolution skills.

Moreover, the study highlighted the importance of student involvement in the

development and implementation of anti-bullying programs. Many students emphasized the need
for their active participation in shaping these initiatives, as they believed that their input and
insights were vital in making the programs more relevant and effective. They called for
opportunities to contribute their perspectives, ideas, and experiences to ensure that the programs
addressed the unique challenges and dynamics of their school environment.

In addition, students stressed the significance of promoting a positive school climate that
fostered empathy and respect among peers. They believed that creating a culture of inclusivity
and kindness would be instrumental in preventing bullying incidents in the first place. Students
emphasized the need for ongoing efforts to nurture a safe and supportive learning environment
where everyone feels valued and accepted.

The study underscores the importance of incorporating student perspectives in the design
and implementation of anti-bullying initiatives. By actively involving students in the decision-
making processes, schools can ensure that these programs are tailored to their specific needs,
concerns, and experiences. Moreover, incorporating elements that promote empathy, conflict
resolution, and positive social interactions can enhance the effectiveness of anti-bullying
programs and contribute to a more inclusive and supportive school environment.

In conclusion, Johnson and Jenkins' qualitative study sheds light on the complex and
varied perceptions of students regarding school-based anti-bullying programs. The findings
highlight the need for a comprehensive and student-centered approach in addressing bullying. By
considering and incorporating student perspectives, schools can develop initiatives that
effectively prevent bullying, address its root causes, and promote a positive and respectful school
climate.

Understanding the Relationship Between Bullying and Academic Achievement

In an effort to deepen our understanding of the relationship between bullying and

academic achievement, Smith and Wilson (2022) conducted a comprehensive meta-analytic
review. Recognizing the importance of synthesizing findings from multiple empirical studies, the
researchers aimed to examine the collective evidence and draw more robust conclusions
regarding this complex relationship.

Through their meticulous analysis of numerous studies, Smith and Wilson's meta-analysis
revealed a significant negative association between bullying experiences and academic
performance. The findings consistently demonstrated that students who reported being victims of
bullying exhibited lower levels of academic achievement across various academic domains,
including grades, test scores, and overall academic engagement.

Importantly, the meta-analysis shed light on the nuanced factors that influence the impact
of bullying on academic outcomes. It became evident that the severity and duration of bullying
experiences played a significant role in magnifying the negative effects on students' academic
achievement. Students who endured prolonged and more severe forms of bullying tended to
experience more pronounced declines in their academic performance.

Furthermore, the presence of supportive relationships was identified as a crucial

mitigating factor. Students who had access to strong and supportive relationships with peers,
teachers, and other significant figures in their school environment were found to be more
resilient in the face of bullying. These positive relationships acted as protective factors, buffering
the adverse impact of bullying on academic outcomes.

In addition, the availability of effective intervention strategies emerged as a critical

element in moderating the effects of bullying on academic achievement. Schools that
implemented timely and appropriate interventions, such as counseling services, peer support
programs, and anti-bullying initiatives, were able to provide targeted support to students and
create safer learning environments. These interventions helped mitigate the negative impact of
bullying and allowed students to maintain their focus on academic pursuits.

The findings of the meta-analysis underscore the urgent need for comprehensive
strategies that address bullying prevention, early intervention, and the creation of supportive
school environments. Efforts to prevent bullying should be multifaceted, involving educational
campaigns, awareness programs, and the promotion of positive social interactions. Additionally,
early intervention strategies should be implemented to identify and address bullying incidents
promptly, minimizing the potential academic consequences for victims.

Furthermore, the creation of supportive school environments is crucial. Schools should

foster a culture of respect, empathy, and inclusivity, where bullying is not tolerated and every
student feels safe and valued. Providing students with access to supportive relationships and
resources, such as counseling services, peer support groups, and mentorship programs, can
contribute to their overall well-being and academic success.

In conclusion, Smith and Wilson's meta-analytic review provides valuable insights into
the relationship between bullying and academic achievement. The findings reinforce the negative
impact of bullying experiences on students' academic performance and emphasize the
importance of addressing this issue through comprehensive strategies. By implementing effective
bullying prevention measures, early interventions, and fostering supportive school environments,
educational institutions can mitigate the detrimental effects of bullying on students' educational
outcomes and promote their overall well-being.

Summary

Bullying has a significant negative relationship with academic achievement, as revealed

by comprehensive research. A meta-analytic review by Smith and Wilson synthesized findings
from various studies, consistently showing that students who experience bullying exhibit lower
academic performance across different domains. The severity and duration of bullying amplify
these effects, while supportive relationships act as a buffer, mitigating the impact. Effective
intervention strategies, such as counseling services and anti-bullying initiatives, play a crucial
role in moderating the negative consequences. It is essential to consider student perceptions of
school-based anti-bullying programs, as they provide valuable insights into program
effectiveness. Students' active involvement in program development and fostering a positive
school climate that promotes empathy and respect are vital. Comprehensive strategies that
encompass prevention, early intervention, and the creation of supportive environments are
urgently needed. Such approaches include educational campaigns, interventions promoting
conflict resolution skills and positive social interactions, and the provision of resources like
counseling services and peer support groups. By implementing these measures, educational
institutions can mitigate the negative impact of bullying on academic achievement, foster
inclusive learning environments, and prioritize students' well-being. Collaborative efforts
involving students, educators, parents, and the wider community are essential in addressing
bullying effectively.

Chapter Three addresses the topics of research design, hypotheses, and research questions.
Additionally, population and sample, data collection, and data analysis are discussed.
CHAPTER THREE

METHODOLOGY

The purpose of this study is to investigate the effects of bullying on students' academic
performance. Specifically, the study aims to examine the relationship between the frequency of bullying
incidents and students' academic achievement, quantified level of teacher response to bullying incidents
impact students' academic performance as well as the significant differences in the effects of bullying on
academic performance across different academic subjects. Through this investigation, the study seeks to
provide insights into the negative impacts of bullying on students' academic outcomes and contribute to
the development of effective interventions to address this issue.

Research Design

A quantitative research design was selected to study the effects of bullying academic performance
of random students in North Valley College. The design was chosen as a means to determine the
relationship between bullying and students' academic achievement, how do teachers' responses to
bullying incidents impact students' academic performance and are there differences in the effects of
bullying on academic performance across different academic subjects.

Population and Sample

The study employed simple random sampling to identify and select the necessary respondents.
The choice of simple random sampling was made to ensure equal opportunities for all groups of people to
be included in the sample. Simple random sampling ensures that each sample of size n (taken from a
population of size N) had an equal likelihood of being chosen (Fricker, 2012). The researchers conducted
this research to twenty-five (25) students who were enrolled at North Valley College.

The Procedure of the Study

The researchers incorporated a set of questions from a survey questionnaire obtained from a
relevant source as an initial part of the research. A questionnaire is a collection of questions that
individuals are asked to gather statistically useful data about a specific subject (Roopa & Rani, 2012). The
questions were modified and extracted to create a relevant survey questionnaire.
To formally conduct the research, a letter of approval was submitted to Professor Mrs. Christle
Mae A. Libag, our supervisor, as a form of consent and a prerequisite. The respondents in this study were
government and private employees of Kidapawan City, selected using a simple random sampling method.
The survey questionnaire was distributed to the selected employees.

The researchers thoroughly explained the nature and relevance of the study, urging the
participants to read each item carefully and answer all questions honestly. After completing the survey, all
the gathered data or information were submitted for analysis and discussion. The obtained results from
the survey aim to fulfill the research objectives.

Statistical Treatment

Descriptive statistical analysis was conducted to examine the survey data. Descriptive statistics
involve summarizing and analyzing the collected data using measures such as counts, percentages,
averages, and frequencies. In this case, the responses to each question were tallied and presented in a
table format, allowing for a clear summary and comparison of the data.

Descriptive statistics are commonly used in survey research to provide a comprehensive overview
of the data, identify patterns, and draw meaningful insights. They are useful for summarizing and
presenting the data in a concise and understandable manner, without requiring complex statistical tools
such as inferential statistics or hypothesis testing.
CHAPTER FOUR

RESULTS AND DISCUSSION

In this chapter, the data analysis is showcased, followed by a discussion of the research findings.
The researchers will examine the data to determine, describe, and investigate the effects of bullying on
students’ academic performance.

Question Yes No Unsure

Have you ever been a victim of bullying? 12 13 N/A

Have you experienced bullying in the last year? 5 15 N/A

Have you reported the bullying incidents to school officials? 2 23 N/A

Were you satisfied with the response of the school officials? 4 17 1

Have you noticed any changes in your academic performance after experiencing
bullying? 7 16 2

Have you had difficulty completing homework assignments due to personal

problems related to bullying? 7 14 1

Do you feel satisfied with your academic performance? 17 10 N/A

Do you believe that bullying has a negative effect on academic performance? 20 4 1

Do you think that the school has effective policies and programs in addressing
bullying and its effects on academic performance? 13 6 5

Do you think that bullying should be a criminal offense? 16 3 5

RESULTS TABLE

DISCUSSION

The survey results revealed that 48% of the respondents reported being victims of
bullying, indicating a significant prevalence of bullying experiences among the surveyed
population. Approximately 20% reported experiencing bullying within the last year, suggesting
that recent bullying incidents are relatively less common. Only 8% reported bullying incidents to
school officials, highlighting a potential underreporting issue and suggesting that many incidents
go unreported. Furthermore, 68% of the respondents who reported bullying incidents expressed
dissatisfaction with the response from school officials, indicating a perceived lack of effective
action. Approximately 28% reported changes in academic performance due to bullying, while
64% did not observe significant impacts, suggesting that bullying's effects on academic
performance vary among individuals. Additionally, 28% experienced difficulty completing
homework assignments due to personal problems related to bullying, emphasizing the disruptive
effect of bullying on academic tasks. On a positive note, 68% expressed satisfaction with their
academic performance. Moreover, 80% of the respondents believe that bullying has a negative
effect on academic performance, demonstrating a widespread recognition of its potential impact.
Perceptions of the effectiveness of school policies and programs in addressing bullying and its
effects were mixed, with 52% perceiving them as effective, 24% not perceiving them as
effective, and 20% unsure. Furthermore, 64% of the respondents believe that bullying should be
considered a criminal offense, underscoring the seriousness with which they view the issue.
These findings highlight the need for increased awareness, effective intervention strategies, and
stronger policies to address bullying and its effects on academic well-being.
CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter provides a concise overview of the study's findings, conclusions, and
recommendations, tailored specifically for individuals who can derive value from this research.

Summary

The survey revealed a significant prevalence of bullying, with 48% of respondents reporting
being victims. Only 20% experienced bullying within the last year, and a mere 8% reported incidents to
school officials. Among those who reported bullying, only 16% expressed satisfaction with the response.
Approximately 28% noticed changes in academic performance due to bullying, while an equal percentage
faced difficulty completing homework assignments. Overall, 68% expressed satisfaction with their
academic performance. A majority (80%) believed that bullying negatively affects academic
performance. Perceptions of the effectiveness of school policies and programs varied, with 52%
considering them effective. Additionally, 64% believed that bullying should be considered a criminal
offense.

In summary, the survey underscores the significant prevalence of bullying, low reporting rates,
and dissatisfaction with school responses. It highlights the impact on academic performance and the
necessity for effective policies. Perceptions regarding the effectiveness of school initiatives were mixed,
and a majority advocated for bullying to be a criminal offense.

Conclusion

In conclusion, the survey findings provide valuable insights into the prevalence and impact of
bullying within the surveyed population. The results indicate a significant proportion of respondents
having experienced bullying, with recent incidents reported by a noteworthy segment. However, the study
reveals a concerning underreporting of bullying incidents to school officials, suggesting the necessity for
enhanced reporting mechanisms and support structures.

The dissatisfaction expressed by respondents regarding the response of school officials

underscores the need for more effective strategies to address reported incidents. Additionally, the survey
highlights the potential negative implications of bullying on academic performance, as evidenced by
reported changes in academic achievement and challenges encountered in completing homework
assignments. These findings emphasize the importance of implementing targeted interventions and
support systems to mitigate the adverse effects of bullying on students' educational outcomes.

Furthermore, the survey reveals diverse perspectives regarding the effectiveness of existing
school policies and programs in tackling bullying, indicating the need for continuous evaluation and
enhancement. The majority of respondents firmly believe that bullying has a detrimental impact on
academic performance, further emphasizing the urgency of comprehensive measures, including the
consideration of bullying as a criminal offense.

Based on these findings, it is crucial for educational institutions to adopt comprehensive anti-
bullying strategies that foster safe and supportive learning environments. This necessitates raising
awareness, implementing effective reporting mechanisms, improving the responsiveness of school
officials, and providing appropriate support services to ensure the well-being and academic success of all
students. Further research and continuous evaluation of anti-bullying initiatives are warranted to enhance
their effectiveness and contribute to the development of evidence-based practices in combating bullying.

Recommendations

Strengthen Reporting Mechanisms: Educational institutions should establish clear and accessible
reporting mechanisms for students to report incidents of bullying. This can include anonymous reporting
options, trusted adults or counselors designated to handle reports, and a commitment to take all reports
seriously and investigate them promptly.

Enhance Training and Awareness: Schools should provide comprehensive training to teachers,
staff, and students on recognizing and addressing bullying behavior. This can help create a culture of
awareness, empathy, and intolerance towards bullying, fostering an environment where students feel
supported and empowered to speak up against bullying.

Improve School Responses: It is crucial for school officials to respond promptly and effectively
to reports of bullying. This includes thorough investigations, appropriate disciplinary actions for the
perpetrators, and support services for the victims. Regular monitoring and evaluation of school responses
should be conducted to ensure consistency and effectiveness.

Implement Evidence-Based Interventions: Schools should adopt evidence-based interventions

and programs that have shown effectiveness in preventing and addressing bullying. These may include
social-emotional learning programs, peer mentoring initiatives, and restorative justice approaches.
Regular evaluation of the impact of these interventions should be conducted to determine their
effectiveness and make necessary adjustments.

Foster Collaboration: Collaboration between schools, parents, and community stakeholders is

vital in addressing bullying comprehensively. Schools should actively involve parents in anti-bullying
initiatives, provide resources and guidance for parents to recognize and address bullying at home, and
engage with community organizations to create a united front against bullying.

Continued Research: Further research on the long-term effects of bullying, the effectiveness of
interventions, and the impact of policy changes is needed. This will contribute to a deeper understanding
of the issue and the development of evidence-based strategies for prevention and intervention.

Implementing these recommendations, educational institutions can create safer and more
inclusive environments that promote positive social interactions, support the well-being of students, and
enhance their academic performance.
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