A Research Paper Presented To The Faculty of Senior High School Department of Saint Theresa College of Tandag City, SDS

Saint Theresa Collegeof Tandag Inc.
SENIOR HIGH SCHOOL

Dagocdoc Tandag City
Surigao del Sur, Philippines
Effects of Cyber Bullying in the

Students of Senior High School in
Saint Theresa College
________________________________________________________________
A Research Paper
Presented to the Faculty
Of Senior High
School department of Saint Theresa
College of Tandag City, SDS
____________________________________________
In partial fulfillment of the

Requirements for the subject
Practical Research 1
____________________________________________
By:
Christian Valentin Tavarro
JarrenBalo
LaidenDapiasan
Marlowe Peteros
Rix Montero
March 2018
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ACKNOWLEDGEMENT
We are thankful to our Heavenly Father for giving us wisdom, and knowledge, and good
health.
To Ms. Riscelle O. Pinzon, Ph. D, our Practical Research 1 Instructor, for extending his
time, efforts, assistance, fand guidance that made us finished this research work.
We would like to thank also our families and friends for the undying financial and moral
support to us.
The Researchers
DEDICATION iv
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We dedicate this research to our school Saint Theresa College of Tandag Inc. for
having a successful performance, especially to our teacher in the Practical Research 1,
Ms. Riscelle O. Pinzon for teaching and guiding us to make this research. We also
dedicate this research from our parents for the nonstop support, financially, morally and
love. In above all we dedicate this research to our all loving almighty god for giving us
strength, courage and inspiration to have a successful research.
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TABLE OF CONTENTS
Acknowledgement iv
Dedication v
CHAPTER 1- The problem and it’s setting
Background of the study 1
Theoretical/Conceptual Framework 7
Schematic Diagram 11
Statement of the problem 12
Scope of limitation
13
Significance of the study
Definition of terms 14
CHAPTER 2- Review Related Literature and Related Studies
Foreign
Related Literature 16
Related Studies 20
Local
Related Literature 21
Related Studies 25
CHAPTER 3- Research Methology
Research Design 26
Locale of the Study

28
Respondents of the Study
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Map of Tandag City 29
Research Instrument
Data Gathering Procedure 30
Statistical Treatment
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Chapter 1
THE PROBLEM AND IT’S SETTING
Background of the study
Most people by now are familiar with what is cyberbullying, but if you find yourself
asking the question “What is cyberbullying exactly?”- it is a legal term used to describe
any form of harassment or intimidation done over the internet. The harassment and/or
intimidation must be intentional, ongoing and done in a hostile manner to qualify as
cyber bullying. Cyber bullying is a huge problem and is becoming a growing epidemic
among children. With the increase of social media and internet use among people of all
ages rising each year, cyber bullying cases continue to skyrocket as well.We all know
that cyber bullying is widespread in our country and many have become victim of this
case so we need to study this.Cyberbullying or cyberharassment is a form
of bullying or harassment using electronic means. It has become increasingly common,
especially among teenagers.Harmful bullying behavior can include posting
rumors, threats, sexual remarks, a victims' personal information, or pejorative labels
(i.e., hate speech). Bullying or harassment can be identified by repeated behavior and
an intent to harm. Victims may have lower self-esteem, increased suicidal ideation, and
a variety of emotional responses, including being scared, frustrated, angry, and
depressed. Cyberbullying may be more harmful than traditional bullying. Awareness in
the United States has risen in the 2010s, due in part to high-profile cases. Several US states
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and other countries have laws specific to cyberbullying. Some are designed to specifically target
teen cyberbullying, while others use laws extending from the scope of physical harassment. In
cases of adult cyberharassment, these reports are usually filed beginning with local police.
Research has demonstrated a number of serious consequences of cyberbullying victimization.
Internet trolling is a common form of bullying over the Internet in an online community (such as
in online gaming or social media) in order to elicit a reaction, disruption, or for someone's own
personal amusement. Cyberstalking is another form of bullying or harassment that uses
electronic communications to stalk a victim; this may pose a credible threat to the victim. Not all
negative interaction online or on social media can be attributed to cyberbullying. Research
suggests that there are also interactions online that result in peer pressure, which can have a
negative, positive, or neutral impact on those involved. So, in all 50 states, only 34 have laws
against cyberbullying. The states that DO NOT have a law against it are: Alabama, Connecticut,
Hawaii, Indiana, Maine, Michigan, Montana, New Mexico, North Dakota, Ohio, South Dakota,
Tennessee, Texas, Vermont, West Virginia, and Wisconsin. Do those 16 states have to lose
people to bullying for them to realize that something should be done about it? We should not
lose any more people to bullying.I want to make a difference because I know what its like to be
bullied online and at school, it sucks and you feel terrible, you feel trapped, you can't be
yourself, and you feel like no one cares. And some people it pushes over the edge and they
commit suicide. People should not kill themselves because of how uncomfortable and miserable
another person or other people make their life! I dont want this to happen to anyone else. Did
you know 90% of students are victims of bullies? Thats way over what it should be which is 0%.
Bullies shouldn't get away with what they do to others. I want to make a difference in the 16
states that dont have the law against cyberbullying. The difference I want to make is for those
16 states to get a law that makes it illigal to cyberbully. I know that right now its just
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cyberbullying, but this is just a start. Ive lived in 2 of those 16 states, both Ive been bullied in,
online and at school. Im tired of bullies and something needs to be done about it, so instead of
me being another person just sitting around and complaining about it, Im going to try my best to
make a difference. No more lives should be hurt or lost to bullies! Bullies need to know that what
they are doing is so wrong and they need to pay the concequences.
According to Dr. Robin Kowalski (2012) the professor of psychology at Clemson
University. She obtained her Ph.D. in social psychology from the University of North
Carolina at Greensboro. Her research interests focus primarily on aversive interpersonal
behaviors, most notably complaining, teasing and bullying, with a particular focus on
cyber bullying. She is the author or co-author of several books includingComplaining,
Teasing, and Other Annoying Behaviors, Social Anxiety,Aversive Interpersonal
Behaviors, Behaving Badly, and The Social Psychology of Emotional and Behavioral
Problems. She (along with Susan Limber and Patricia Agatston) has a book forthcoming
entitled Cyber Bullying: Bullying in the Digital Age. Her research on complaining brought
her international attention, including an appearance on NBC’s “Today Show.” Dr.
Kowalski has received several awards including Clemson University’s Award of
Distinction, Clemson University’s College of Business and Behavioral Science Award for
Excellence in Undergraduate Teaching, and the Clemson Board of Trustees Award for
Faculty Excellence.Dr. Susan Limber (2013) is Director of the Center on Youth
Participation and Human Rights at the Institute on Family and Neighborhood Life and
Professor of Psychology at Clemson University. She is a developmental psychologist
who received her masters and doctoral degrees in psychology at the University of
Nebraska-Lincoln, where she also received a Masters of Legal Studies. Dr. Limber’s
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research and writing have focused on legal and psychological issues related to youth
violence (particularly bullying among children), youth participation, and children’s rights.
She directed the first wide-scale implementation and evaluation of the Olweus Bullying
Prevention Program in the United States and co-authored the Blueprint for the Bullying
Prevention Program as well as many other articles on the topic of bullying. She is co-
author of the book entitled, Cyber Bullying: Bullying in the Digital Age, with Dr. Robin
Kowalski and Dr. Patricia Agatston. In recent years, she has overseen dissemination of
the Olweus program in the United States. Since 2001, she has provided consultation to
the National Bullying Prevention Campaign (“Take a Stand. Lend a Hand. Stop Bullying
Now!”), supported by the Health Resources and Services Administration, U.S.
Department of Health and Human Services. Dr. Limber has received a number of
awards for her work, including the American Psychological Association’s Early Career
Award for Psychology in the Public Interest, and the Saleem Shah Award for early
career excellence in psychology-law policy, which was awarded by the American
Psychology-Law Society of the American Psychological Association and the American
Academy of Forensic Psychiatry.Dr. Patricia Agatston(2011) is a Licensed Professional
Counselor with the Prevention/Intervention Center, a student assistance program that
serves more than 100 schools in the Cobb County School District, a suburb of Atlanta
Georgia. She earned her bachelor’s degree from Florida State University, her master’s
degree from the University of North Texas, and her doctorate from The Union Institute
and University in Cincinnati, Ohio.As a counselor and prevention specialist with more
than twenty years experience, Dr. Agatston provides training and technical assistance
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to schools in the areas of bullying prevention, internet safety, drug prevention, and
suicide prevention. She is a nationally certified trainer and technical assistance
consultant for the Olweus Bullying Prevention Program and assisted in gathering data
for some of the first national research being conducted on cyber bullying. She co-
presented with Dr. Susan Limber and Dr. Robin Kowalski on cyber bullying at the
International Bullying Prevention Conference in November 2006 , 2007, and 2009. Dr.
Agatston is co-author of the book entitled, Cyber Bullying: Bullying in the Digital Age,
with Dr. Limber and Dr. Kowalski and the Cyber Bullying Prevention Curriculum for
Grades 3 -5 and the Cyber Bullying Prevention Curriculum for Grades 6 – 12. A two-
time recipient of the Coalition for Child Abuse Prevention’s VIP award, she has been
quoted in articles on cyber bullying in Time Magazine, The Washington Post, The
Christian Science Monitor, and CNET News, and has appeared on CNN as well as
other local and national television segments to discuss cyber bullying. Dr.
Agatston serves on the board of directors for Net Family News and the International
Bullying Prevention Association.
The purpose of this study is to make students aware of cyber bullying. To know
the consequences of students if this happens at specific time. To make students realize
their actions whether it is right or wrong.
Reviewing policies and procedures related to cyberbullying, and offering
recommendations for improvements. Professional development training for
administrators and staff. Training of students: our Safe School Ambassadors® program
is an effective way to equip students with the skills to prevent and stop cyberbullying
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(and other forms of peer mistreatment and violence). Deliveringparent education
workshops that increase their awareness of the problem and signs of cyberbullying and
other forms of mistreatment.Cyberbullying is a people problem, and it requires a people
solution. Until the courts provide clear constitutional guidance on how schools may
regulate online speech, education is the most effective way to respond. These
include:Educate students with information about what cyberbullying is, as well as costs
and consequences, to the perpetrators, the targets, and the school as a whole. They
see, hear and know more than adults do about particular incidents of cyberbullying, and
are in the best position to prevent and stop it.Train administrators and staff to recognize
and respond. Educate parents; inform them of district policies and state or other laws,
and provide them with tips and tools for preventing, recognizing and responding.
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Theoretical/Conceptual Framework
(Conflict Theory) Karl Marx, he is the father of conflict theory, it is easiest to
understand from a visual perspective. Picture in your head a ladder. There are teens at
the top of the ladder and they are considered ‘upper class’ or the popular teens. The
people at the bottom of the ladder are the ‘lower class’ or sometimes called losers. The
teens at the top really want to stay there and keep their status, as well as wanting to
distance themselves from teens who are seen to be at the bottom. The teens at the
bottom really want to climb up the social ladder so they can be more popular. When we
look at this from the perspective of cyber bullying, the conflict theory would say that
conflict happens between these social levels and can cause cyber bullying. Teens will
do what they need to do in order to increase their status. The actual cyber bullying that
takes place signifies a social conflict that is unsolved and power that is unbalanced.
This makes so much sense when we look at teens at our own school. Conflicts seem to
arise when status and power are unevenly distributed between groups or cliques. The
cyber bullies that are in peer repress the poor teens that are at the bottom of the ladder
and they do this to maintain the status quo, basically so they stay on top. It doesn’t
seem to matter who they hurt a long the way.
Labelling Theory was developed by Howard Becker and gives us another way
to look at cyber bullies. This theory is based on the fact that people’s negative
behaviours are “deviant” only because society labels them this. This simply means that
the labels teens are given impact their own and other’s perceptions of them. This
makes their behaviour deviant….according to Howard. This theory also believes that a
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teen is not bad because of their actions, but rather it is developed because people
negatively judge a teen. Nobody is born bad, but social aspects of their peers
constantly labelling them as bad. Doesn’t this sound familiar? It ends up basically
being a self-fulfilling prophecy and these people then live up to their reputation! This
theory also shares how the self-identity and behaviour of individuals may be determined
or influenced by the terms used to describe or classify them. Think of how often this
happens in a high school….”loser, nerd, geek, slut…” These teens who bully may be
“A” students and/or are the athletic “jocks” and because of this, dismiss their actions
and do not consider themselves to be bullies. Once teens are given this label, they tend
to continue to live up to the name
Choice Theory Glasser, the father of Choice Theory and a school psychologist
believes “people cannot be responsible for their behaviours, including psychological
problems” (Kaner, 1993). His firm belief is that the true source of problems in
individuals’ own choice and that we do things because of internal factors directing us.
So does this mean teens who cyber bully are doing it because something inside them is
telling them to do it? Does this make it ok? Looking at the from the perspective of a
cycler bully, Glasser would say that they want to change the other person, who is the
victim, by controlling their behaviour rather than choosing to control or change their own
behaviour. This makes total sense to me! This theory definitely knows what it is talking
about when it says that an individual has the competence to control only his own
behaviours! Too bad they don’t! Why aren’t we using this theory at school as a way to
deal with these problems? Glasser also believes that all behaviours aim to meet 5
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basic needs, and basically cyber bullying aims to satisfy 1 or more of these needs.
Most often, teens who cyber bully have behaviour problems in school, and this is related
to them being unsuccessful and experiencing feelings of “being restrained in satisfying
their basic needs” (Tanrikulu, 2014). Choice theory claims cyber bullies generally have
the inability to have successful and satisfying relationships with one or more people
important to them in their life, or attach themselves to other people.” (Tanrikulu, 2014).
Also common in cyber bullies is those who are socially unaccepted by society and are
loners who may have poor relationships with their parents. So what does this all mean?
Basically, it just means that because of choice theory, we can explain the behaviour of
cyber bullies as their inability to develop satisfying and healthy relationships. This is
due to the fact that their need to belong and develop relationships are not met properly
and this leads to an unsuccessful identity!
Social Disorganization Theory This theory states that crime and deviant
behaviours are more likely to happen in a social institution that is unable to control
groups of people. According to the social disorganization theory of social problems, the
rapid changes in the media and technology have disrupted the norms in society.
Facebook, Instagram, cell phones and other social networks have developed so quickly
and have basically taken over! This is so true when we look at Walnut Grove. Teens
have access to the social media all day while they are at school, so cyber bullying is
taking place in this setting all day long! This theory would say that cyber bullying is an
issue at the school level and the cyber bullying is a sign of the disorder of the
behaviours and attitudes at a larger level.
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General Detterence Theory This theory follows the belief that people are scared
to break the law because they are very scared of the consequences that come with
this. If we look at this from a school level, it makes so much sense! If we send a
message to all the students at WGSS by making them fearful of the consequences if
they cyber bully, they will be less likely to do this! If our purpose is to deter teens from
cyber bullying, then we need harsh consequences to deter them from doing it again!
Ultimately, this should be in a school policy for all to see and follow. As it stands now,
most teens do not come forward when they are experiencing cyber bullying. If teens do
not come forward, this issue cannot be addressed and those who cyber bully will not
receive consequences, and therefore will most likely continue to cyber bully.
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The profile
respondents as
to a
cyberbullied
1. Age The causes and the The prevention of
2. Sex effects of cyber cyberbullying
3. Civil bullying
Status
Figure 1.
Schematic Diagram of the Study
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Explanation of the Schematic Diagram
Through the schematic diagram, we will know how to prevent cyberbullying in
our school and here, we will know how to avoid it. The aims of this study is to
determine how many percent of the students of Saint Theresa are experiencing of
being cyberbullied. We the researchers come up with the schematic diagram
process shown in the paradigm. The paradigm of the problem of the study. As
defected on the conceptual paradigm of this study, it has three boxes. The first box
contains the profile of the students. The second one shows the possible cause
and/or effect of being cyber bullied and the third box shows us how to prevent cyber
bullying.
Statement of The Problem
This study is aimed to look into the effects of cyber bullying to educationally
development of students In Saint Theresa College of Tandag.
1. What are the profile respondent of the victim?
1.1 Age
1.2 Sex
1.3 Civil Status
2. What are the causes of cyberbullying?
3. What are the effects of being cyber bullied?
4. How to prevent the cyberbullying?
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Scope and Limitation
They can help us by answering the questions we’ll give. The study will be
conducted at Saint Theresa College Department of Tandag especially in Grade 11
HUMSS. We would like to collect more information about our research in the effects
of cyber bullying. Information acquired and provided by respondents will be used to
confirm of negate the possible causes which were earlier stated.
Significance of The Study
This study proved to be useful to the following groups of individual:
Parents. They are one who will guide us in a good path and help us to be aware of
what we will do. They will give us a good advice.
Students. They will help also to research more about this problem and this will serve
as an eye opener which will guide the students to be aware.
Victims. This study will be their guide to start a good life and help them to prevent
cyber bullying to spread.
Future Researcher. It will give them an idea to come up with similar study and make
this as their reference to make them further studies about the proposed business.
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Definition of terms
Bullying. An act of repeated aggressive behavior in order to intentionally hurt
another person, physically or mentally. A second common element in bullying
behavior is a perceived imbalance of power, which allows one individual, or group, to
victimize another.Bullying can occur in any setting where human beings interact with
each other. This includes school, church, the workplace, home, and neighborhoods.
It is even a common push factor in human migration. Bullying can exist between
social groups, social classes, and even between nations.
A person is being bullied or victimized when he or she is exposed, repeatedly and
over time, to negative actions on the part of one or more persons."Negative actions"
are "intentional infliction of, or attempt to inflict, injury or humiliation on
another.[3]Such injury can be physical, verbal, or a mixture of the two. In some cases,
verbal harassment is used to provoke a weaker person to anger and thus provide an
excuse for the stronger individual, the bully, to become physical in their attacks.
Verbal harassment, or teasing, is often the method used by a verbally efficient
individual against one who is less proficient with words. Teasing with a sexual
content may be a precursor to sexual harassment in later years.
Cyberbullying or cyberharassment. A form of bullying or harassment
using electronic means. It has become increasingly common, especially among
teenagers. Harmful bullying behavior can include posting rumors, threats, sexual
remarks, a victims' personal information, or pejorative labels (i.e., hate
speech). Bullying or harassment can be identified by repeated behavior and an intent
to harm. Victims may have lower self-esteem, increased suicidal ideation, and a
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variety of emotional responses, including being scared, frustrated, angry, and
depressed. Cyberbullying may be more harmful than traditional bullying. Awareness
in the United States has risen in the 2010s, due in part to high-profile cases. Several
US states and other countries have laws specific to cyberbullying. Some are
designed to specifically target teen cyberbullying, while others use laws extending
from the scope of physical harassment.In cases of adult cyberharassment, these
reports are usually filed beginning with local police. Research has demonstrated a
number of serious consequences of cyberbullying victimization. Internet trolling is a
common form of bullying over the Internet in an online community (such as in online
gaming or social media) in order to elicit a reaction, disruption, or for someone's own
personal amusement. Cyberstalking is another form of bullying or harassment that
uses electronic communications to stalk a victim; this may pose a credible threat to
the victim. Not all negative interaction online or on social media can be attributed to
cyberbullying. Research suggests that there are also interactions online that result
in peer pressure, which can have a negative, positive, or neutral impact on those
involved.
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Chapter II
Review of Related Literature And Related Studies
This chapter discusses some foreign and local related literature and studies
which has bearing to the present study.
Related Literature
Foreign
According to Justin W. Patchin and Sameer Hinduja (2014) whether you teach
in the classroom, lead a youth group, or work with teens in another setting, Words
Wound can help you guide your young people as they learn about cyberbullying,
consider their own attitudes and actions (and those of others), and think about ways
to delete cyberbullying and make kindness go viral. This leader’s guide can help you
use Words Wound to inspire productive discussion, engage teens in reflection,
explore useful strategies for dealing with online bullying, and work toward building a
culture of greater kindness and respect.The sections of this guide match up with the
chapters of Words Wound. Each section includes a general overview of the
information covered along with specific learning objectives, discussion questions,
and other activities that can be used with the group or assigned for group members
to complete at home. The “Fill in the Blank” worksheets can be used to help guide
readers through the material, while the “Make Your Choice” quizzes can be used to
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assess their comprehension of the information. In addition, both are helpful in
prompting and continuing the conversation surrounding these issues. Other features
of the guide include “Think About It, Talk About It” discussion questions for every
chapter, as well as a handful of “Status Update” activities and “Puzzler” pieces that
you’ll find at the end of the guide, which can be used with any chapter or section of
the book.Feel free to use the guide in whatever order and manner works best for you
and your group. For example, the “Think About It, Talk About It” sections can help
foster quick but meaningful conversations even if you don’t have a lot of time with
your group. For deeper investigation, you may want to turn to the “Status Update”
activities. And when you have some time to fill at the end of a class or meeting—or
when group members need a breather—“Puzzler” activities can provide a light but
still stimulating break. Depending on the ages, interests, and needs of your group
members, each of these features may be more or less suited to your situation. You
make the call and use what’s right for your group.We firmly believe that teens have
the most power to stem the tide of cyberbullying. However, we also know—from our
own experience and the feedback educators and parents have given us—that they
often need encouragement, guidance, leadership, and modeling from the adults in
their lives. And even the most motivated teens may hesitate for a number of reasons,
such as the fear of failure or rejection, a sense of powerlessness, or a lack of
information and practical strategies. As an adult who cares about young people, you
are in a great position to spark an interest in teens to tackle this problem. Now, we
ask you to take the next step—identify your group, rally them together, and help
them in their efforts to make positive changes in their own lives and in those of their
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friends, in their schools, in their communities, and beyond. And be sure to visit
wordswound.org for more information and inspiration!
Smith et al, (2006), ‘In June/July 2012, a questionnaire in the UK was
designed and returned by 92 students aged between 11 and 16 years across 14
different London schools’. The questionnaire looked at the different types of
cyberbullying experiences in and outside school by distinguishing between seven
forms of cyberbullying. These included bullying by text message, phone call, email,
picture/video clips, through instant messaging and via websites. The questionnaire
found that ‘girls were significantly more likely to be cyberbully victims than boys
especially by text messages and phone calls. Girls were more likely to be both
cyberbullied and bullied in school than boys’ (Smith et al., 2006). In all cases, girls
reported a greater degree of victimisation than boys and girls were more exposed to
cyberbullying via text messages and phone calls, the two methods of cyberbullying
found to be the most dominant among school children.
Blumenfeld (2010) wrote the ‘Social Norms Theory in many contexts has
proven to be effective in empowering those that oppose unhealthy or abusive
behaviour, as well as empowering bystanders who are aware of negative behaviours
but feel powerless to intervene.’ (Blumenfeld, 2010)Both Rational Choice
Theory and Self Control Theory have been used to explain cyberbullying. Sameer
Veenstra (2011) argues that ‘Rational Choice Theory states that aberrant conduct is
the result of costs and benefits whereby the benefits outweigh the costs. The
research supports the theory that due to the low risks of bullying online, cyberbullies
feel free from constraints on their behaviour.’ To establish why some young people
make the decision to bully online while others do not, Self- Control Theory was used. 18
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According to Veenstra (2011) ‘this theory assumes that engagement in deviant
behaviour depends on a person’s extent of self- control. Consistent with the theory,
the results indicate that cyberbullies have less self-control than non-
cyberbullies.’Routine Activity Theory (RAT) was used to explain victimisation.
The RAT theory states there has to be a connection of likely offenders and targets
and an absence of parents/guardians for cyberbullying to occur. Veenstra (2011)
states; ‘first, the results indicate that motivated bullies are present in cyberspace.
Furthermore, victims seem to be suitable targets: they spend significantly more time
online and use Instant Messaging significantly more than non-victims. Finally,
parents of victims are less able to protect their children from cyberbullying than
parents of non-victims.
Downs and Leary (1995) said that ‘self-esteem is an inner depiction
of dismissal and social non-acceptance and a psychological instrument recording the
degree to which an individual is excluded vs included by others.’ These two concepts
undermine the fact that self-esteem is seen as a perception – a person’s belief about
their personal value is affected by their participation in the social world – where often
interpersonal disputes occur that lead to behaviour such as bullying. The connection
between bullying offending and self-esteem is much less systematic.
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Related studies
Foreign
Victimization on the Internet through what has been termed cyberbullying has
attracted increased attention from scholars and practitioners. Defined as “willful and
repeated harm inflicted through the medium of electronic text” (Patchin and
Hinduja 2006Patchin , J. W. and S. Hinduja . 2006. “Bullies Move Beyond the
Schoolyard: A Preliminary Look at Cyberbullying.” Youth Violence and Juvenile
Justice 4 ( 2 ): 148 – 169, this negative experience not only undermines a youth's
freedom to use and explore valuable on-line resources, but also can result in severe
functional and physical ramifications. Research involving the specific phenomenon—
as well as Internet harassment in general—is still in its infancy, and the current work
seeks to serve as a foundational piece in understanding its substance and salience.
On-line survey data from 1,378 adolescent Internet-users are analyzed for the
purposes of identifying characteristics of typical cyberbullying victims and offenders.
Although gender and race did not significantly differentiate respondent
victimization or offending, computer proficiency and time spent on-line were
positively related to both cyberbullying victimization and offending. Additionally,
cyberbullying experiences were also linked to respondents who reported school
problems (including traditional bullying), assaultive behavior, and substance use.
Implications for addressing this novel form of youthful deviance are discussed.This
study investigates the nature and the extent of adolescences’ experience of
cyberbullying. A survey study of 264 students from three junior high schools was
conducted. In this article, ‘cyberbullying’ refers to bullying via electronic
communication tools. The results show that close to half of the students were bully
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victims and about one in four had been cyber-bullied. Over half of the students
reported that they knew someone being cyberbullied. Almost half of the cyberbullies
used electronic means to harass others more than three times. The majority of the
cyber-bully victims and bystanders did not report the incidents to adults. When
gender was considered, significant differences were identified in terms of bullying
and cyberbullying. Males were more likely to be bullies and cyberbullies than their
female counterparts. In addition, female cyberbully victims were more likely to inform
adults than their male counterparts.
Related Literature
Local
According to Cyndy P. dela Cruz (2017) many attribute President Duterte’s
electoral victory to a strong social media presence and awareness from supporters
and detractors alike. Similarly, in the United States, President Trump’s astounding
victory may not have been predictable on the basis on old measures of popularity,
but perhaps to a more subtle, even subliminal influence, perhaps attributable to
social media as well. Unfortunately, when people log into their social media
accounts, some tend to shed normal sensibilities or even basic civility. This is the
same phenomenon that perhaps gives rise to the anomaly of Philippine vehicular
traffic, where the polite and non-confrontational is shed for disrespectful and
sometimes barbaric behavior leading to the Gordian knot that is Philippine traffic.
Part of this is the cloak of perceived anonymity that social media brings. We
therefore sometimes see posts or commentaries meant to embarrass competence
and intelligence, gender, or just plain rumor-mongering. However, even when done
21
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behind the cloak of a social media platform may have legal implications under our
present laws. This law finds applicability in school-related bullying incidents which
cover those uttered on social media platforms. “Bullying” under this law refers to any
severe, or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed at
another student that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property; creating a
hostile environment at school; infringing on the rights of another student at school; or
materially or substantially disrupting the education process. (Sec. 2, RA 10627)
When done through the use of the Internet, the law categorizes the same as “cyber-
bullying.” (Sec. 2-D, RA 10627) This covers social bullying aiming to belittle another
individual or group or gender-based bullying which humiliates another on the basis of
perceived or actual sexual orientation and gender identity. (Sec. 3, B-1, RA 10627,
Implementing Rules). However, this law only addresses student-student bullying.
Hence, a teacher who belittles a student in Facebook or any other social media
account, on account of grades or class performance, social standing or gender may
not be held liable under this law. One who publicly or maliciously imputes to another
a crime, vice, defect, real or imaginary, or any act, omission, condition, status or
circumstance tending to cause the dishonor, discredit or contempt of a natural or
juridical person, or blacken the memory of one who is dead may be liable for libel
under the Revised Penal Code. (Art. 353, RPC) These acts, when done in social
media, will be punished more severely in addition to the civil action for damages
which may be brought by the offended party. (Sec. 4 (c-4), RA 10175)
Cyberlibelholds liable only the original author of the post (Sec. 5 (3), Implementing
22
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Rules of RA 10175) hence, if you are one of those who are fond of liking or reacting
to a post of this character, cyberlibel is not the crime for you. Slander may also be
applicable to one who, in heat of anger, utters statements that are highly defamatory
in character. (Art. 358, RPC) Intriguing Against Honor may also find applicability
when the principal purpose is to blemish the honor or reputation of a person. (Art.
364, RPC) However, the requirement is that the post be directed to a specific
person. Hence, a blind item is not as actionable as a named-post in social media.
One who is aggrieved by a defamatory post in social media may nonetheless find
refuge in the provisions of the Civil Code on Damages. (Art. 2176, Civil Code) One
who posts in social media, causing damage to the reputation of another may be
liable to the subject for damages and this can be a valid cause of action under the
law. Such post must tend to pry to the privacy and peace of mind of another, meddle
or disturb the private life or family relations of another, intrigue to cause another to
be alienated from his friends or vex or humiliate another on account of his religious
beliefs, lowly station in life, place of birth, physical defect or other personal condition.
(Art. 26, Civil Code) The recent popular posts in Facebook featuring over-weight
people who are victims of body-shaming may rely on the Civil Code for an action for
damages. An employee who spreads rumors or intrigues against a coworker or his
superior or vice versa, or who does any act similar to cyberlibel, slander, intriguing
against honor or even prying into the privacy of another may be a just cause for his
termination if embodied in the company policy in addition to all other causes of action
available to him under the laws mentioned. (Sec. 5.2 (g), D.O 147-15) However, all
the laws mentioned will only be a valid cause of action to one who is the subject of
the post and who is aware of the post directed to him. Those who simply react and
23
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call foul because a post imputes to another an act which tarnishes one’s reputation
without them being the subject of the same has no remedy under any of our present
laws. Social media is a powerful tool. It is always best to set a limit on which issues
to react to or which people direct a post to. While freedom of speech is well-
enshrined in our Constitution, this right is not without any limitations. In the end, it is
always best to devote the stroke of our fingers and the clicks of our mouse to
intellectual discourse rather than risk being held liable under our present laws. After
all, the power of our minds should be mightier than any sword there is.
Prof. NymiaSimbulan (2014) said that there is no specific law or regulation
that is being violated. This is because there is a very thing dividing line between
cyberbullying and the right to freedom of expression. The dividing line is very thin
that it is very hard to differentiate the two.Libel and slander under the revise penal
code; however it is different when the act is done using social media.There is a need
for to verify first the information before disseminating or sharing those.Media literacy
could be doneamong social media users so that they would know what cyber-
bullying is and consequently avoid engaging in it. Educating the users should be
done and on the part of the social media user, selfdisciplineis what is needed.
Prof. NymiaSimbulan (2014)theGenerally needed toaddress the issue is the
responsible use of the internet and social media. passive bystanders; they should
not just tolerate it, they should take a stand and they should condemn theSocial
media can be used to launch counter campaigns against the perpetrators As
platforms, social media can be used to enlightened users through education. Mr.
Mark Madrona Social media perse cannot be used to stop cyber bullying…but we
24
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can educate the users to be more vigilant. Social media like Facebook can be used
to report offensive acts, statements, photos.
Mr. Jose Descallar (2014) Users can report through socialmedia like
Facebook somebody who is not doing good., we have created a site that provides
information about cybercrimes. What is needed is the responsible usage of the social
network sites. It is a useful tool to inform them of the negative implications and harm
that it might bring once use in cyber bullying.
Related Studies
Local
The effects of cyberbullying is far worse than what we have imagined. A
recent study conducted by Kaspersky Lab and iconKids& Youth warned parents
about how cyberbullying negatively affects their children's psychological, emotional
and physical well-being.Cyberbullying is intentional intimidation, persecution or
abuse that children and teenagers may encounter on the Internet. Based on the
survey which included children aged 8 to 16 years old, 16 percent of the children
surveyed are more afraid of being bullied online than offline, while half are equally
afraid of both real-life and virtual bullying. Seven out of 10 children who admitted to
have been bullied said they experienced trauma.Among the effects of cyberbullying,
as noted by the parents of the cyberbullied children, are lower self-esteem,
depression, inactivity, nightmares and anorexia.Just as worrying are the statistics
showing that 20 percent of children witnessed others being bullied online, and in
seven percent of cases even participated in it. The survey shows that children often
hide incidents of cyberbullying from their parents, making the task of protecting them
even more complicated, though, fortunately, not impossible.“In an effort to protect
25
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our children from danger, we must not forget that they not only live in the real world
but also in the virtual world, which is just as real to them. On the Internet, children
socialize, learn new things, have fun and, unfortunately, encounter unpleasant
situations,” said Andrei Mochola, Head of Consumer Business at Kaspersky
Lab.“Cyberbullying is one of the most dangerous things that can confront a child on
the Internet, because it can have a negative impact on their psyche and cause
problems for the rest of their lives. The best solution in this case is to talk to your
child and to use parental control software that can alert you to any suspicious
changes to their social network page.
26
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Chapter III
Research Methodology
This chapter presents the Research design, locate of the study, Respondents of the
study, Research instruments, Validation of instrument, Data gathering procedure,
tabulation and statistical treatment.
Research Design
The researchers use the descriptive method to this study.This research study was
solely designed to examine the issues of cyber bullying and its effect on a
performance of a person . In the course of this research, the concept of cyberbullying
and the effect as well as misuse was looked into. The study was aimed at finding out
how parent, family background, peer group, etc. contribute cyberbullying problems.
The investigation also show that cyberbullying may affect the behaviour of a person.
It was also discovered that cyberbullyingwill cause trauma or depression. Therefore,
the work recommends proper educational consequences of cyberbullying, the
provision of counselling services to school and the imposition of some levies prevent
the cyberbullying It also recommends that the mass media should month heavy
campaign against cyberbullying.

SENIOR HIGH SCHOOL
Locale of the study
This research will be conducted in GRADE-11 HUMSS in Saint Theresa College
Department of Tandag, that have many concerns about cyberbullying. The purpose
of this study is to lessen the cyberbullying.
Respondents of the study
To make the study more accurate and reliable, the researchers needs the help
of 20 most selected students of Grade 11 HUMSS of Saint Theresa College to
answer the questionnaire. The number of 20 students answered and obtained by the
Slovene method.
Table 1. Respondents of the study
RESPONDENTS F M PERCENTAGE
STUDENTS 10 10 20%
TOTAL 10 10 20%
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Figure 2. Map of Tandag City
29
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Research Instrument
The researcher will be used a researcher made questionnaire in gathering the
necessary data. Each item from the questionnaire was carefully studied to ensure
that yet it yields a valid result.
Data Gathering Procedure
The researchers followed step by step procedure gathering the necessary
data of the study. First, they sought the approval of the Principal of Senior High
department to conduct the research about the harmful effect of cyberbullying.
Second they distributed the survey questionnaires in the most selected 20 students
in Grade 11 HUMSS. And lastly after the distribution of questionnaire, the
researchers retrieved, analyzed and interpreted the data in order to get the findings
and to come up with the conclusions and recommendations.
Statistical Treatment
This study used a Sloven Formula as the statistical tool in determining the
number of sample respondents. The respondent’s answers were tallied and organize
according to the criteria specified in the questionnaire. The statistical treatments
used the answer the problems were the following: Frequency counting, and mean.
Frequency counting was used to tabulate how many person who are totally affected
in cyberbullying. Mean used to compute the percentage; it answered the question on
the level of problems about cyberbullying.
To measure the general response of the survey samples, whether they
agree to a given question or not.

30
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This questionnaire is based on the research and studies of Christian
Valentin Tavarro, JarrenBalo, LaidenDapiasan, Marlowe Peteros and Rix Montero.
The Senior High School Students of Saint Theresa College of Tandag City
Inc.(2017)
31
SENIOR HIGH SCHOOL

Ellis, L.A., H.W. Marsh and G.E. Richards ( 2002) ‘A Brief Version of the Self
Description Questionnaire II’, paper presented at Self-concept Research
Driving International Research Agendas, Sydney , 6-8 August.
Name: (optional) ________________________
Address: _____________________________________
Please indicate (/) in the appropriate information about yourself. Each
question should only have one answer.
1. Are Male or Female?
Male
Female
2. Have you ever posted rude comments about someone online?
Never
Just Once
Sometimes
Often
SENIOR HIGH SCHOOL
3. Have you ever posted lies about someone?
Never
Just Once
Sometimes
Often
4. Have you ever used someone else’s password without their permission?
Never
Just Once
Sometimes
Often
5. Have you ever used bad language online?
Never
Just Once
Sometimes
Often
6. Have you ever posted pictures or information about someone on a Web site
without their consent?

SENIOR HIGH SCHOOL
Never
Just Once
Sometimes
Often
7. Have you ever forwarded an e-mail without the permission of the other person?
Never
Just Once
Sometimes
Often
8. Have you ever used information found online to tease or embarrass someone?
Never
Just Once
Sometimes
Often
9. Have you ever signed someone else up for something online without their
permission?
Never
Just Once
Sometimes
SENIOR HIGH SCHOOL
Often
10. Have you ever teased or threatened someone online?
Never
Just Once
Sometimes
Often
11. Have you ever impersonated someone online?
Never
Just Once
Sometimes
Often
12. Have you ever signed on with someone else’s screen name to gather info?
Never
Just Once
Sometimes
Often
SENIOR HIGH SCHOOL
REFERENCE
 American Academy of Pediatrics. (2013). Bullying: It’s not OK.
Retrieved from http://www.heathychildren.org/English/safety-prevention/at-
play/pages/Bullying-It’s-Not-Ok.aspx.
 Cross, E.J., Piggin, R., Douglas, T., Vonkaenel-Flatt, J.(2012) Virtual violence
II: Progress and challenges in the fight against cyberbullying. Beatbullying,
London.
Retrieved from http://www2.beatbullying.org//pdf/Virtual-Violence-II.pdf
 Hinduja, S., &Patchin, J. W. (2010). Cyberbullying identification, prevention
and response [fact sheet].
Retrieved from http://www.cyberbullying.us/cyberbullying-identification-
prevention-response.php.
 McAfee. (2013). Cyberbullying and harassment
Retrieved from
http://www.mcafee.com/us/campaigns/fightcybercrime/cru/information/cyberb
ullying-and-harassment.html.
 Patchin, J. W. (2013). Summary of our research (2004-2013)
Retrieved from http://cyberbullying.us/summary-of-our-research/.
 Sleglova, V., Cerna, A.(2011) Cyberbullying in adolescent victims: Perception
and coping. Cyberpsychology: Journal of Psychosocial Research on
Cyberspace.
Retrievedfrom
http://cyberpsychology.eu/view.php?cisloclanku=2011121901&article=4

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Saint Theresa Collegeof Tandag Inc.

SENIOR HIGH SCHOOL

Effects of Cyber Bullying in the

In partial fulfillment of the

having a successful performance, especially to our teacher in the Practical Research 1,

strength, courage and inspiration to have a successful research.

CHAPTER 1- The problem and it’s setting

Background of the study 1

Statement of the problem 12

CHAPTER 2- Review Related Literature and Related Studies

CHAPTER 3- Research Methology

Locale of the Study

Map of Tandag City 29

Data Gathering Procedure 30

THE PROBLEM AND IT’S SETTING

Background of the study

intimidation must be intentional, ongoing and done in a hostile manner to qualify as

case so we need to study this.Cyberbullying or cyberharassment is a form

of bullying or harassment using electronic means. It has become increasingly common,

especially among teenagers.Harmful bullying behavior can include posting

rumors, threats, sexual remarks, a victims' personal information, or pejorative labels

a variety of emotional responses, including being scared, frustrated, angry, and

depressed. Cyberbullying may be more harmful than traditional bullying. Awareness in

Research has demonstrated a number of serious consequences of cyberbullying victimization.

personal amusement. Cyberstalking is another form of bullying or harassment that uses

negative interaction online or on social media can be attributed to cyberbullying. Research

According to Dr. Robin Kowalski (2012) the professor of psychology at Clemson

Carolina at Greensboro. Her research interests focus primarily on aversive interpersonal

cyber bullying. She is the author or co-author of several books includingComplaining,

Teasing, and Other Annoying Behaviors, Social Anxiety,Aversive Interpersonal

her international attention, including an appearance on NBC’s “Today Show.” Dr.

Kowalski has received several awards including Clemson University’s Award of

Faculty Excellence.Dr. Susan Limber (2013) is Director of the Center on Youth

Professor of Psychology at Clemson University. She is a developmental psychologist

Now!”), supported by the Health Resources and Services Administration, U.S.

career excellence in psychology-law policy, which was awarded by the American

Psychology-Law Society of the American Psychological Association and the American

Academy of Forensic Psychiatry.Dr. Patricia Agatston(2011) is a Licensed Professional

Counselor with the Prevention/Intervention Center, a student assistance program that

suicide prevention. She is a nationally certified trainer and technical assistance

Bullying Prevention Association.

their actions whether it is right or wrong.

Reviewing policies and procedures related to cyberbullying, and offering

recommendations for improvements. Professional development training for

(and other forms of peer mistreatment and violence). Deliveringparent education

other forms of mistreatment.Cyberbullying is a people problem, and it requires a people

(Conflict Theory) Karl Marx, he is the father of conflict theory, it is easiest to

seem to matter who they hurt a long the way.

to continue to live up to the name

believes “people cannot be responsible for their behaviours, including psychological

to them being unsuccessful and experiencing feelings of “being restrained in satisfying

and this leads to an unsuccessful identity!

behaviours and attitudes at a larger level.

Schematic Diagram of the Study

Explanation of the Schematic Diagram

Through the schematic diagram, we will know how to prevent cyberbullying in

being cyberbullied. We the researchers come up with the schematic diagram

Statement of The Problem

development of students In Saint Theresa College of Tandag.

1. What are the profile respondent of the victim?

1.3 Civil Status

2. What are the causes of cyberbullying?

3. What are the effects of being cyber bullied?