ACKNOWLEDGEMENT

The Researchers wish to convey their heartfelt gratitude to:

The Divine Providence for blessing the researchers with strength which

contributed in the completion of the study;

Their parents and guardians, for the solace provided during tough

times, being the source of strength, for their indispensable sacrifices, and for

the sincere love of God’s children that made this study till the end;

Their Classmates, for their generosity in sharing with them their joys

and their sorrows during the conduct of the study, for keeping things lighter

when times became a challenge to face;

To Mr. Telesforo M. Dulay and Mrs. Michelle F. Dulay; Mr. Elmer Q.

Dulay and Mrs. Catherine M. Dulay; Mr. Rodel Q. Tamsi and Mrs. Marylyn S.

Tamsi; Mr. Anthony G. Sendayen and Mrs. Marnelie O. Sendayen; Mr.Chito R.

Villanueva and Mrs. Rosalia D. Villanueva for their endless support, kindness

and understanding.

To our most beloved subject teacher, Ms. Xena Marie Carrera , for the

tactfulness in steering the study in its right direction and the guidance

selflessly provided that made this research study a success;

And to the students and personnel or staff of the selected classrooms,

for being the respondents of the study, for allotting time to give honest and

reliable answers to the very lengthy questions enumerated in the

questionnaire so that it contributes to the reliability of the data gathered for

the study.

This success is for all of us.

-The Researchers
 DEDICATION

“Success or Failure is own decisions”

This masterpiece is a fruit of hard work

and is selflessly and lovingly dedicated to:

Almighty God, for the guidance, wisdom and love.

To the researchers’ family, friends, instructors,

panel members, relatives and other people

who helped in the process.

-The Researchers
PERCEPTION OF THE STUDENTS OF NOTRE DAME INSTITUTE ON

CYBERBULLYING

A RESEARCH STUDY SUBMITTED TO THE FACULTY

OF NOTRE DAME INSTITUTE

ARINGAY LA UNION.

IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR RESEARCH PROJECT

SUBMITTED BY:

KATHLYN JOY M. DULAY

NICOLE F. DULAY

AMY ROSE S. TAMSI

MARK KEVIN O. SENDAYEN

MARK JHERVIN D. VILLANUEVA

 SUBMITTED TO:

MS. XENA MARIE Q. CARRERA

 CHAPTER I

INTRODUCTION
 STUDENTS

MATHEMAT
ICS

TEACHER TOPIC/LESS
ON

ANXIETY

ACADEMIC
PERFORMA
NCE
CHAPTER I

INTRODUCTION

BACKGROUND OF STUDY

According to Marilyn Curtain, Mathematics anxiety has been defined as feelings of

tension and anxiety that interfere with the manipulation of numbers and the solving of

mathematical problems in a wide variety of ordinary life and academic situations Math

anxiety can cause one to forget and lose one’s self-confidence.

Mathematics is a necessary skill that student use throughout their lives, such as when

they travel, paying some foods in canteen or the store, or keep track of time. Therefore,

mathematics is an important skill to learn at school. Unfortunately, many junior and

senior feel stressed and anxious when they have to do math. Learning mathematics can be

challenging; however, not all mathematics difficulties result from cognitive difficulties.

People who experience feelings of stress when faced with math-related situations may be

experiencing what is called “math anxiety.” Math anxiety affects many people and is

related to poor math ability in school and later during adulthood. Researchers have

studied how math anxiety first appears, what is happening in the brain when people

experience math anxiety, and how to best help people who are suffering with math

anxiety.

In this world money is a very important to buy your needs so that they can buy what

they want, that's why student need to know how they can manage their money in school

and to their feature. Student today have a need for Practical Math therefore, math needs

to be relevant in the student for the everyday life. Although students today find it difficult
to answer the problem solving. The students have a problem in their math subject because

they can't understand the other problem solving that can give them an anxiety. Student

can feel the stress, and frustration that can effect to their mind so that they can focus to

another subject. Math anxiety can cause one to forget and lose one's self-confidence.

The study will provide an in-depth understanding of the emotional roots of

mathematical anxiety in senior high school students of Notre Dame Institute. The

researchers will also characterize the effect of mathematic anxiety to their academic

performance, developed robust mathematic anxiety questionnaires.

The result will enable is to identify the effects of mathematic anxiety to the academic

performance and to understand everyday experience of the student and coping

mechanism in a mathematical anxiety. This information will be useful in determining

how mathematical anxiety can be avoided.

 ABSTRACT

Title: THE EFFECT OF MATHEMATICS ANXIETY TO THE ACADEMIC

PERFORMANCE OF THE STUDENTS OF NOTRE DAME INSTITUTE

Authors: KATHLYN JOY M. DULAY

NICOLE F. DULAY

AMY ROSE S. TAMSI

MARK KEVIN O. SENDAYEN

MARK JHERVIN D. VILLANUEVA

Adviser: MS. XENA MARIE Q. CARRERA

Institution: NOTRE DAME INSTITUTE

Location: POBLACION, ARINGAY LA UNION

Synopsis: This paper explores how cyber bullying has become a serious

problem in schools of all levels. The new technologies that have grown in

popularity over the past decade have enabled classroom bullying to go out of

the classroom and into student’s home lives. Here have been numerous stories in

the media lately that demonstrate the serious repercussions of cyber bullying. It

has been a hot topic in the media lately, and there has been a lot said about the

best way for parents and teachers to handle such matters. This paper
investigates the ways of which cyber bullying is occurring, whom it is happening

to, and what can be/is being done about it.

STATEMENT OF THE PROBLEM

This study aims to inform the students of Notre Dame Institute, Aringay La Union

about anxiety in mathematics.

Specifically, it seeks to answer the following questions:

1. In what way does mathematics anxiety contributes to the poor performance of the

students in mathematics?

2. What are the possible topics in Mathematics that they are afraid to solve?

3. What are the teaching strategies that can prevent mathematics anxiety among the

students?

STATEMENT OF HYPOTHESIS

The researchers were guided with the following hypothesis:

1. Mathematics anxiety contributes to the poor performance of the students by distracting

them from what they are trying to learn or remember.

2. Combining algebraic fractions is a common area in algebra that students afraid to

solve.

3. Interact with the students during discussion and guide them on solving math problems.

IMPORTANCE OF THE STUDY

The results of this study will provide insights on the students and staffs particularly

on having a discipline and giving importance’s on math anxiety.

 For the school administration, this study will benefit the administration for having a

basis for the future implementations or guidelines of programs that will help the

situations of students having Math anxiety.

Likewise, for the teachers, to be aware that there are some situations like

mathematics anxiety to their students for them to have an idea and understand the

situations of some students.

The students, particularly those in junior and senior high level, will obtain facts and

evidences on the strategies in Mathematics Anxiety. Moreover, this study to be inform

that there are some factors to be considered in having this kind situation.

The society as a whole would be benefited in such a way that staffs and students

would enrich and enlightened on the adverse effects of Mathematics Anxiety.

For the researcher, this study will not only provide better understanding but also may

serve as a stepping stone to establish a more comprehensive result in the near future.

Therefore this study will encourage future researchers to conduct related researchers

that will strengthen their findings and results and shall serve as basis in the study of the

next generation.

SCOPE AND DELIMITATIONS OF THE STUDY

This study aims to covers the information of Mathematics Anxiety and to inform

the students. And this study focuses on the level of student's math anxiety and its

relationship to the students’ performance in mathematics. The chosen respondents of our

research are students of Notre Dame Institute. The study conducted in Aringay La,

Union. And the total of respondents are 100 students.

DEFINITION OF TERM

The following terms are used to further understand the study:

Anxiety – a feeling of worry, nervousness, or unease, typically about an imminent event

or something with an uncertain outcome.

Mathematics – the science of structure, order, and relation that has evolved from

elemental practices of counting, measuring, and describing the shapes of objects.

Algebraic Fractions – a fraction whose numerator and denominator are algebraic

expressions.

Algebra – he part of mathematics in which letters and other general symbols are used to

represent numbers and quantities in formulae and equations.

Interact – act in such a way as to have an effect on another; act reciprocally.

Strategies – a plan of action or policy designed to achieve a major or overall aim.

Prevent - keep (something) from happening or arising.

REVIEW OF RELATED LITERATURE

Jiangming (2003) had conducted “a study on the causal ordering of mathematics

anxiety and mathematics achievement”. Using data from the longitudinal study of

American youth (LSAY), we aimed to determine the causal ordering between

mathematics anxiety and mathematics achievement. Results of structural equation

modeling showed that, across the entire junior and senior high school, prior low

mathematic achievement significantly related to later high mathematics anxiety, but prior

high mathematics anxiety hardly related to later low mathematics achievement. There

were statistically significant gender differences in the causal ordering between

mathematics anxiety and mathematics achievement. Prior low mathematics achievement

significantly related to later high mathematics anxiety for boys across the entire junior

and senior high school but for girls at critical transition points only. Mathematics anxiety

was more reliably stable from year to year among girls than among boys.

Shahapur Nagappa Panchalingappa (2004) had conducted “a study on self-

confidence, anxiety, study habits and mathematics achievement of underachievers at

secondary school level”. The main objective of the study was to study self-confidence,

general anxiety, test anxiety, and study habits in relation to underachievers in

mathematics at secondary school level. Survey method was adopted in the study. The

findings were, there is significant difference between normal achievers and

underachievers in respect of their self-confidence; there is significant difference between

normal achievers and underachievers in respect of their general anxiety; there is

significant difference between normal achievers and underachievers in respect of their

test anxiety mathematics; there is significant difference between normal achievers and

underachievers in respect of their study habits; there is significant difference between

normal achievers and underachievers in respect of their mathematics achievement.

Clark-Bland and Iris (2004) had conducted “a study on the effects of teaching

mathematics strategies and keeping mathematics journals to reduce mathematics

anxiety”. This mixed method study examined how different strategies of learning

mathematics and keeping a mathematics journal in a remedial mathematics class in a

community college affected mathematics anxiety and mathematics learning Students

were administrated validated algebra pre and post tests and mathematics anxiety pre and

posttests. The findings led to the following recommendations; (a) To break the cycle of

mathematics anxiety, elementary schools teachers who are mathematically anxious

should take measures to lessen their own anxiety; (b) Educators should teach several

strategies for learning mathematics; (c) Additional studies of journaling in mathematics

to alleviate mathematics anxiety should be conducted; (d) Educators should solicit a

mathematics autobiography form studies.

Roty and Michael (2008) had conducted “a study on the relationship between

mathematics anxiety and emotional intelligence”. This study examined the relationship

between mathematics anxiety and emotional intelligence. The results suggest that

students would benefit from having access to emotional intelligence coaching.

Experiments of the effect of emotional intelligence coaching on mathematics anxiety

should be conducted furthermore; studies are needed to examine the relationship between
mathematics anxiety and emotional intelligence in populations not represented in this

study. Karimi Ayatollah and Venkatesan (2008) had conducted “a study on Psychometric

properties and norms differences in mathematics anxiety scale for high school students in

India”. The aim of the present study is to develop some groups norms for mathematics

anxiety in high school students of India. The final effective sample size was 1200

students and mathematics anxiety scale (karimi and venkatesan, 2008) conducted to

sample group. Phase 1, Planning: Include conducting a literature review about

Mathematics anxiety. Identify the exits mathematics anxiety scales and study about the

designed scale for Normalization. Phase 2, Normalization: contains assessing the norm of

mathematics anxiety scale for total students in two genders and separated norms

regarding to differences between boys and girls. The results of the study are presented by

suitable norms of the scale used in the schools and psychological activities.

Rajni (2009) had conducted “a study on mathematics anxiety and cross gender

identity in young adult males and females”. The present study had investigated the

relationship between cross gender identity and Mathematics anxiety. Masculine Gender

Identity Scale (Freund and Blanchard, 1988) and Feminine Gender Identity Scale

(Blanchard and Freund, 1983) were administered to 236 males and 189 females

respectively. On the basis of scores obtained on these tests, high and low Cross Gender

Identified males and females were selected. To these selected subjects Mathematics

Anxiety Rating Scale (short version) by Suinn (2003) was administered. High masculine

females exhibited low mathematics anxiety as compared to low masculine females. There

was no significant difference between high and low feminine males on mathematics
anxiety. The findings are explained in terms of advantages of Cross Gender Identification

for mathematics performance and gender differences.

Kovarik and Tomas (2009) had conducted “a study on comparing the effects of

traditional and reformed instructional methods on math anxiety and learning at a

community college”. The conclusions of this research are expected to help the

mathematics department at Raritan Valley Community College to evaluate the

effectiveness of reformation pedagogy and to decide whether to adopt the reformed

method for all sections of precalculus and seek similar reformation paths for other

courses.

Songita Boruah, Jnyandeep Saikia,(2010) had investigated “The mathematics Phobia

among the Degree Students of Jorhat and Golaghat District of Assam”. This paper

discusses about the Mathematics anxiety of degree students of Jorhat and Golaghat

district of Assam. The study tries to know the cause of Mathematics Phobia. The study

was conducted through survey by distributing questionnaires among the degree students

of 4 selected colleges of Jorhat and Golaghat district. Finding revealed that Out of 1397

students only 15.25% take Mathematics as major subject, 42.01% take Mathematics as

core subject, and 42.73% do not take Mathematics. 13.46% believe that lack of sufficient

no. Of teachers is a cause of Mathematics phobia. 24.23% believe that Mathematics

phobia already existing among students. 30.35% mention that lack of sufficient no of

Mathematics books in the college library. 24% mention that lack of practical classroom

facilities is one of the causes of Mathematics phobia.

Parvathamma and sharanamma (2010) had conducted “a study on anxiety level and

level of self- confidence and their relation with academic achievement”. The objective of
the study were to find out the relation between anxiety level and level of academic

achievement of IX standard students; to find out relation between level of self-confidence

and level of academic achievement of IX standard students; to find out the difference

between anxiety level of boys and girls students of IX standard; to find out the difference

between level of self-confidence of boys and girls students of IX standard. The

investigator has adopted the tools and personal information data sheet were administered

on the selected sample. The findings of the study were there is significant co-relation

between anxiety and academic achievement; there is a significant co-relation between

self-confidence and academic achievement; there is a significant difference between

anxiety level of boys and girls; there is a significant difference between self-confidence

levels of boys and girls.

Gbolagade, A.M.,Waheed A.A., Sangoniyi S.O.(2013) had investigated “a study the

quest by Nigerians to join the league of 20 industrialized nations by the year 2020 may be

a mirage if phobia for mathematics learning in secondary schools is not taking into

cognizance”. The result revealed that there was significant influence on students’ phobia

for Mathematics and factors like incompetence on the part of Mathematics teachers,

absence of ICT facilities and Mathematics laboratory among others. It is therefore

recommended that trained Mathematics teachers should teach Mathematics in schools;

keep abreast of modern methods of teaching Mathematics thereby making every lesson

significant to students. By this, Mathematical ideas and skills required for further study in

transforming Nigeria will be developed in solving everyday problems for their personal

and societal satisfaction. Chinyere F. Okafor, Uche S. Anaduaka,(2013) had investigated

“The Nigerian School Children and Mathematics Phobia: How the Mathematics Teacher
Can Help”. This paper considered the importance of mathematics and why it is of utmost

necessity that all Nigerian children acquire mathematical knowledge. It noted with

dismay the general negative students’ attitude towards the subject and their consequent

poor performance in it especially in the West African Senior School Certificate

Examination (WASSCE). It then looked at the attributes of a mathematics teacher that

can bring about a change in the teaching and learning of mathematics and in the attitude

of students towards the subject. It finally considered best practices for mathematics

instruction, such practices that can stimulate and sustain students’ interest in mathematics

learning.

Hlanganipai Ngirande,(2014) had investigated “The Exploring Mathematics Anxiety:

Mathematics Students’ Experiences”. The purpose of this research was to explore

students’ mathematics anxiety levels at a selected tertiary institution in South Africa. The

results also show high levels of mathematics anxiety among female students. The t-test

showed that the mean difference between mathematics anxiety and gender is significant.

Based on the findings of this study, it is worth noting that mathematics anxiety is one

psychological factor that affects students’ achievement and their general practices. Math

anxiety has been an interest of many experts because they want to find out the factors that

triggers this situations. Tobias (1978) described it as "sudden death" (p. 46), but

Kogelman and Warren (1979) say it is an adverse reaction to mathematics, while Byrd

(1982) says it is any situation when one experiences anxiety "when confronted with

mathematics in any way” which includes the three main factors: environmental,

intellectual and personality variables. Environmental factors include classroom issues,

parental pressure and the perception of mathematics as a rigid set of rules. However,
Suggate, Davis and Goulding (1998: X) suggest a lack of enjoyment in students of

mathematics who are mentally scared by past experiences of failure with teachers’

expectations set too high (Haylock, 2003). Likewise, Brady and Bowd (2005) provide

evidence of students being expected to understand after brief explanations of concepts,

and even teachers embarrassing students causes math-anxiety. Haylock (2003) provides

evidence of the negative effect of the teacher’s response failure to understand on the part

of the learner. Another identified concern is the feeling of ‘being found out’ by someone

judgmental and ‘in authority’ (Buxton, 1981), with teachers always seen as correct and

students accepting blame for not understanding. Brady and Bowd (2005) describe

hostility, impatience and insensitivity in mathematics teachers that added to mathematics

anxiety. While, Rossnan (2006) emphasized that math anxiety could develop as a result

of a student’s prior negative experiences learning mathematics in the classroom or at

home. Furthermore, most observed failures and substandard performance in mathematics

are due to insufficient teaching-learning environment (Reusser, 2000). Other studies such

as those of Faust,Ashcraft and Fleck (1996), Ashcraft (2002), Aschraft and Kirk (2001),

and Brady and Bowd (2005) defined math-anxiety as a form of state anxiety as it is

manifested in certain situations. The range of descriptions mentioned above comes about

because math’s anxiety is a broad term used by many individuals to cover a wide range of

observed characteristics in students. For example, some use it to describe the supposed

cause of physiological symptoms when encountering maths, such as sweaty palms,

nausea, heart palpitations, a hot tingling feeling, stomachaches or stomach cramps, and/or

tightening muscles (Godbey, 1997; Perry, 2004). Others use this term to classify the

psychological symptoms that manifest themselves in situations involving mathematical

tasks. Intellectual variables include a mismatch of learning styles and self-doubt.

Mathematics done at speed is revealed as a negative past school experience (Buxton,

1981) alongside the need for accuracy and showing neat working out (Cockcroft, 1982).

Personality factors include a reluctance to ask questions in class and low self-esteem.

According to Cockcroft (1982) Once attitudes have been formed, they can be very

persistent and difficult to change. Chinn (2008) argues that the advantage of this tripartite

model is that it considers several, often inter-related factors. However, besides parents,

other individuals who either contribute to or are experiencing mathematics anxiety are

not clearly stated. A further classification by Baloglu and Kocak (2006) cite three anchors

of mathematics anxiety, namely: dispositional, situational, and environmental. In addition

to Hadfield and McNeil’s elements of the environmental variable, Baloglu and Kocak

view the elements thereof as issues that affect learners prior to their mathematical

engagements; these include age, gender, academic subjects, and previous mathematics

experience. The dispositional anchor deals with psychological and emotional features

such as attitudes towards mathematics, self-concept, and learning styles. The self-

concept refers to the learners’ perception of their own ability to perform well in

mathematics and to learn new topics. The situational anchor refers to direct features that

result from the The developers of the MARS (Math Anxiety Rating Scale) say it

"involves feelings of tension and anxiety that interfere with the manipulation of numbers

and the solving of mathematical problems in a wide variety of ordinary and academic

situations" Richardson and Suinn, 1972, p.551). However according (Newstead, 1995)

stated that is not easy task to determine the causes of math anxiety, where and how it

begins and grows. There is some lack of agreement about the possible causes of
mathematics anxiety in children. In his studies the possible causes include teacher

anxiety, societal, educational or environmental factors, innate characteristics of

mathematics, failure and the influence of preschool experiences of mathematics.

Beginnings of anxiety can often be traced to negative classroom experiences seems

particularly strong and well documented (Tobias, 1978; Stodolsky, 1985). In assessment

and evaluation system also there is a tendency to develop a negative attitude to the

students‟ minds. Results reveal that there still exists mathematics anxiety among

secondary school students. However, gender-related factors do not influence mathematics

anxiety. This study also shows that there is a difference in mathematics achievement of

students based on their level of mathematics anxiety. Therefore, teachers should strive to

understand mathematics anxiety and implement teaching and learning strategies so that

students can overcome their anxiety. Yuksel-Şahin (2008) suggests that teachers should

be positive and supportive and should also employ teaching methods that empower

students to develop healthy attitudes toward mathematics. In addition, Smith (2004)

suggests that teachers demonstrate their own interest in mathematics in order to raise

students’ motivation in mathematics as a means of helping students reduce their math

anxiety. Thus, this study has implications for all parties, including teachers, schools and

parents, encouraging those with a vested interest in the success of their students to take

into account math anxiety levels before determining effective and appropriate strategies

when teaching and learning is carried out. In this way, it is hoped that the level of

mathematics anxiety can be reduced. Math skills are essential for individuals'

participation in society and success in everyday life (Maloney et al., 2010). Yet, many

individuals have a fear of math and numbers, commonly referred to as math anxiety
(Beilock and Maloney, 2015). Math anxiety (MA) is a negative response experienced by

some individuals when they are faced with numbers, math, and calculations (Ashcraft

and Moore, 2009). Richardson and Suinn (1972) defined math anxiety as “unpleasant

feelings, specifically, those of tension and anxiety that impede an individual's ability to

manipulate numbers and solve math problems in a variety of situations” (p. 551)—

ranging from those in a classroom setting to those encountered in everyday life (Ashcraft

and Moore, 2009).Factors shown to be associated with MA can be grouped into three

broad categories: situational, dispositional, and environmental (Byrd, 1982; Baloglu and

Koçak, 2006). Situational factors are those directly associated with math (Fitzgerald,

1997) including the construct itself (in this case math) as well as variables surrounding

the construct (Byrd, 1982). Dispositional factors are personality factors that make an

individual more likely to experience math anxiety and can be considered a vulnerability

to math anxiety (Baloglu and Koçak, 2006). Finally, environmental factors consist of an

individual's previous experiences with and perceptions of math (Baloglu and Koçak,

2006).Although all of these factors contribute to MA, the current study examined a

particular type of environmental factor—math experiences. Other research has examined

the influence of environmental factors, like having a teacher that is math anxious

(Beilock et al., 2010) or having a parent who is math anxious (Maloney et al., 2015)—

findings that imply that being exposed to negative attitudes of math may lead to math

anxiety (Beilock and Maloney, 2015). The current study, however, specifically examines

people's memories about their experiences with math, or, in other words, their self-

reported math experiences. There have been a few studies that have looked at self-
reported experiences with math (e.g., Jackson and Leffingwell, 1999; Zopp, 1999;

Brady and Bowd, 2005; Schmidt, 2005) which offer some suggestive results.

References

https://shodhganga.inflibnet.ac.in/bitstream/10603/144831/7/07_chapter%202.pdf

https://www.academia.edu/32405023/IJMSS17Mar17-6210.pdf

https://www.ijsr.net/archive/v3i4/MDIwMTMxNDE5.pdf

http://hrmars.com/admin/pics/1579.pdf

https://scinapse.io/papers/2014436411
 DIOCESAN SCHOOLS OF LA UNION

NOTRE DAME INSTITUTE

ARINGAY, LA UNION

Dear Ma’am:

Warmest Greetings!
We would like to ask your permission to allow us to conduct a survey among
the students in our school. This is in view of our Research entitled, “Perception
of the Students of Notre Dame Institute on Cyber Bullying.” We are
conducting the survey among the students on all levels in our school.
Attached here with is the survey questionnaire for this study.

If you agree, kindly sign below acknowledging your consent and permission
for us to conduct this study/survey.

We hope you will give us the permission and that our request would be merit
your positive response. Thank you in advance for your interest and assistance
with this research. We’re anticipating for your approval in this research God
Bless!

Sincerely,

Kathlyn Joy Dulay

Group Leader

Approved by: Noted by:

Mrs. Agnes C. Pimentel Ms. Xena Marie Q. Carrera

SCHOOL PRINCIPAL SUBJECT TEACHER

SURVEY QUESTIONNAIRE

Topic: Perception of the Students of Notre Dame Institute on Cyber Bullying

Name: (optional) Grade/Section:

Instruction: Please answer the questions below with all honesty. Rest assured of your
identity’s confidentially.

1. How often do you go on social media? 9. How old were you when you were being
cyber-bullied?
ie: Facebook, Twitter, Instagram etc.
Under 11
Never 12-13
2-4 hours a day
14-15
4-8 hours a day
16-17
9+ hours a day
2. What social media sites do you use the most?

Facebook
Twitter
Snapchat
Instagram
Others:

3. Have you ever had any negative experiences with any one on social media?
Yes
No

4. If YES, What kind of experience did they use to shame you in cyber bullying?
Bashed you in social media with bad words
Posted with your picture with negative captions
They shamed you in your friends

Others:

5. Have you ever been involved in any bullying online?

Yes No

6. If YES, How you overcome this bullying online?

Don’t mind the negative words to others
Waste your time in study not in social media.
Implement your own rules to avoid using social media.
Others:

7. Are you aware on what to do if you’re being bullied online?

Yes No
8. If YES, what will you do?
Stop using social media
Report the one who shamed you in social media.
Talk with the person who shamed you.

Others:

CHAPTER II

METHOD
 AND
PROCEDURES
 CHAPTER II

METHODS AND PROCEDURES

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

analysis, the parts of the action plan and ethical considerations.

Research Design

The research design used was descriptive research which examines

phenomena, group of people, idea or theory with a particular focus on facts

and conditions of the subject. The common gathering data methods used are

questionnaire.

The research method used was descriptive method because it is all about

describing conditions, situations or scenarios of the study. It will also defines

actions and procedures pertaining to cyber bullying of the selected

respondents in Notre Dame Institute.

Descriptive method was used in the study since qualitative data pertinent

to the awareness, implementation and seriousness of the problems in

implementation of cyber bullying were gathered to examine whether the

participants frequently used social media and whether there were

correlations between the frequency of using social media and cyber bullying.

Sources of Data

Locale and Population of Study

 This study was conducted of students who were victim at Notre Dame

Institute. This is in support judgemental method. It describes judgemental

method as one technique often employed in qualitative survey. With a

purposive non-random sample, the number of people survey is less important

than the criteria used to select them.

As a students, we are practiced in actual construction to design a structure

12torsion, and so on. The designed member

using its maximum moments, shear,

will then be used to the rest of the lower magnitude members and will surely

be adequate for it as well. In relation to our choice of respondents, the chosen

people who are could correspond to the objectives of our study, like those

who have a lack of experience or people who are interested in our study.
 The respondents of the study involved the students of Notre Dame

Institute.

Table 1. Distribution of Respondents

NUMBER OF RESPONDENTS
SECTION
STUDENTS

GRADE 7 24

GRADE 8 22

GRADE 9 19

GRADE 10 18

GRADE 11 8

GRADE 12 10

GRAND TOTAL 101

Instrumentation and Data Collection

A qualitative research method for collecting data was employed in this

study. It was through questionnaire to the students of Notre Dame Institute .

These tools were personally administered by the researchers to the

respondents. Sets of questions were formulated using a checklist in

generating the needed data.

Tools for Data Analysis

13
 The data were collected and they were rated accordingly and were

treated prior to the computation of the weighted mean and overall mean. The

method used in treating the data is statistical approach since it organizes raw

data symmetrically to make latter appropriate for the study.

To test the responses of the respondents for the level of awareness of the

students prior to activities to ensure safety of students and to examine the

students awareness of cyber bullying, level of implementation of the schools

on cyber bullying long preparedness and mitigation; response, and

rehabilitation, and degree of seriousness of the possible problems that the

schools may have encountered in the implementation of cyber bullying.

Ethical Considerations

To establish and safeguard ethics in conducting this research, the

researchers strictly observed the following:

The persons participating in the evaluation are fully informed about the

evaluation being conducted; the respondents were not emotionally or

physically harmed just to be a respondent of the study; respect for the dignity

of the respondents are prioritized; proper document sourcing or referencing

of materials were done to ensure and promote copyright laws; the type of

communication in relation to the research are done with honesty and

transparency; the representation of primary data findings in a biased way are

avoided (Bryman A. & Bell, E. 2007); the researchers religiously followed the

research protocol of the institution the research instrument was subjected to

validity; their suggestions were incorporated in the instrument; a list of

summary and the corresponding actions of the researchers were appended.

14