Impacts of Cyberbullying in the Academic Performance of

Senior Highschool Students of Colegio De Montessori

S.Y. 2020-2021

Brand, Sabrina

David, Shane Dustin

De los Santos, Robbie Jule A.

Llagas, Cyre Mendel

Romero, Edriana Joy D.

March 2021
 Acknowledgement

This thesis becomes a reality with the kind support and help of many individuals. The
researchers would like to extend our sincere thanks to all of them.

This research would not been possible without the help of our teachers and the
consultants who guide us to make this work. Special thanks to Ms. Marionne ivy Signo, Ms. Tine
Rodriguez Bonifacio and Sir Jonathan Aceron for giving us the strength and knowledge to finish
it well. We are also very grateful for the senior high students of Colegio de Montessori for
participating in our study.

Finally, to the parents for their financial and moral support.

 Abstract

The outcome of the research was very similar to the prediction made at the beginning of
the research. 63% of the respondents are female and 37% was male. Most of the respondents was
from the stand of STEM. Female respondents have the greatest number of siblings and the
majority family structure for both male and female is nuclear family. The family income of
female students is higher than the average income of the families of the male students. When it
comes to grades female students achieve an 85-89 average grade while the male students achieve
80-84 average grade. This research also shows that there are minimal cases of students who
experience violence. This also includes that most of the students spends 7 hours and more using
their cellphones/computer which are high, the maximum hours an individual can spend using
his/her cellphone/computer is 5 hours. Most of the students use Facebook and YouTube on social
media cites. This research also shows that most of the students bullied others online by saying
offensive words or negative things that will make them sad and angry at the same time. They
bullied others because of their appearance. Most of the students that been bullied are female, this
kind of situation make them sad and embarrassed each classified gender sees cyberbullying as a
serious matter, but female students take it more seriously than male students.
 Table of Contents

Acknowledgement....................................................................................................................ii
Abstract....................................................................................................................................iii
Chapter I Introduction............................................................................................................1
Background of the Study........................................................................................................1
Statement of the Problem.......................................................................................................1
Objectives of the study...........................................................................................................2
General objective:..............................................................................................................2
Specific objectives:............................................................................................................2
Scope and Delimitation of the Study.....................................................................................2
Conceptual Framework..........................................................................................................3
Hypothesis..............................................................................................................................3
Definition of Terms................................................................................................................4
Chapter II Review of Related Literature...............................................................................5
Foreign Literature...................................................................................................................5
Local Literature......................................................................................................................5
Review of Related Studies.....................................................................................................6
Chapter III Methodology........................................................................................................9
Research Design.....................................................................................................................9
Locale of the Study................................................................................................................9
Sampling Procedure...............................................................................................................9
Research Instrument...............................................................................................................9
Statistical Treatment.............................................................................................................10
Percentage........................................................................................................................10
Mean.................................................................................................................................10
Likert Scale......................................................................................................................11
Data Collection Procedure...................................................................................................11
Chapter IV Presentation and Analysis of Data...................................................................12
Table 1..............................................................................................................................12
Table 2..............................................................................................................................12
 Table 3..............................................................................................................................13
Table 4..............................................................................................................................13
Table 5..............................................................................................................................13
Table 6..............................................................................................................................14
Table 7..............................................................................................................................15
Table 8..............................................................................................................................16
Table 9..............................................................................................................................16
Table 10............................................................................................................................16
Table 11............................................................................................................................17
Table 12............................................................................................................................18
Table 13............................................................................................................................19
Table 14............................................................................................................................19
Table 15............................................................................................................................20
Table 16............................................................................................................................21
Table 17............................................................................................................................22
Table 18............................................................................................................................23
Chapter V Summary, Conclusion, and Recommendation.................................................24
Summary..............................................................................................................................24
Conclusion............................................................................................................................24
Recommendation..................................................................................................................25
References...............................................................................................................................27
Survey Form...........................................................................................................................28
 Chapter I
Introduction

Background of the Study

Salvador III Tranquil G.S. (2020) Today, aside from the face-to-face encounter, there is
another mode of bullying that abounds using technology and by other electronic means. With the
use of modern technology, messages can be easily circulated by text, email or chat from
unknown sources or anonymous senders to ridicule, harass or embarrass the target or victim.
These messages may even go “viral” if posted and disseminated online.

Disini (2015) Cyber-bullying or any bullying done using technology or any electronic
means. The term shall also include any conduct resulting to harassment, intimidation, or
humiliation, using other forms of technology, such as, but not limited to texting, email, instant
messaging, chatting, internet, social media, online games, or other platforms or formats.

dela Cruz C.P. (2017) The Anti-Bullying Act of 2013 (RA 10627) This law finds
applicability in school-related bullying, student-student bullying, which covers those uttered in
social media. “Bullying”, as defined, 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; or materially or substantially
disrupting the education process. (Sec. 2, RA 10627) These acts are collectively called “cyber
bullying” when committed online. (Sec. 2-D, RA 10627) This covers social bullying aiming to
belittle another individual or group or gender-based bullying that humiliates another based on
perceived or actual sexual orientation and gender identity. (Sec. 3, B-1, RA 10627, Implementing
Rules).

Watson, Scott E. J (2010) Bullying in schools and universities are causing unimaginable
problems to students, parents and to educational institutions. Unfortunately, little has been done
to help those victims who are continuously trapped in the name of modernization and
digitalization. Patchin, Justin W. (2011) Researchers agree that the stressful impact of bullying is
escalating with the rapid expansion of technological advancement. Susan., D.; Butler, C., W.
(2011) Many students who are victims of cyber bullies suffer silently; they are reluctant to

1
complain to the authorities or their parents owing to the social stigma attached to victims of
bullies. As such, parents, teachers, and institutional authorities must be on the lookout for such
occurrences.

Statement of the Problem

1. How does Cyberbullying affect the students’ academic performance?

2. What are the effects of Cyberbullying to the students’ academic performance?

Objectives of the study

General objective:

1. To determine the Impact of Cyberbullying in the academic performance of Senior Highschool

Students of Colegio de Montessori

Specific objectives:

1. To determine the various effect of Cyberbullying in the Academic Performance of Senior

Highschool Student's

Scope and Delimitation of the Study

The study focuses on the Impacts of Cyberbullying in the Academic Performance of

Senior High School Students of Colegio De Montessori S.Y 2020-2021. This involves a survey,
and the selection of the respondents is only limited to the students who are studying at Colegio
De Montessori.

This research is designed to have a thorough knowledge on what are the factors that
causes cyberbullying and how it affects the academic performance of the students experiencing
it.

2
Conceptual Framework

Academic Performance
- Cannot focus on discussions
Cyberbullying - Absenteeism
- Inactive to class activities
- Tardiness
- Poor grades

The figure above shows the relationship between the impact of cyberbullying
(Independent Variable) and its academic performance on the Senior High students on the
Colegio de Montessori (Dependent Variable).

Hypothesis

How does the Cyber bulling affect the Academic Performance of Senior High school Students of
Colegio de Montessori?

A. Directional

Alternative Hypothesis - There is a relationship between cyber bullying and academic

performance of the senior high school students in Colegio de Montessori.

B. Independent variable - Cyber bullying

Dependent variable - Academic Performance

C. Academic Performance - the results obtained by a student at end of a specific term in all
subjects.

D. Null Hypothesis - There is no relationship between cyber bullying and academic performance
of the senior high school students in Colegio de Montessori.

3
Definition of Terms

Bully - a person who habitually seeks to harm or intimidate those whom they perceive as
vulnerable.

Cyberbullying- It can include sharing personal or private information about someone else
causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or
criminal behavior.

Cyberstalking is a particularly serious form of cyberbullying that can extend to threats of

physical harm to the child being targeted. It can include monitoring, false accusations, threats,
and is often accompanied by offline stalking.

Psychological Violence can be defined as the intentional act against a person or collective force
that results in physical, mental, spiritual, moral, and social harm, including insults, threats,
attacks, verbal abuse.

Self-esteem is used to describe a person's overall subjective sense of personal worth or value—in
other words, how much you appreciate and like yourself. 

4
 Chapter II
Review of Related Literature

Foreign Literature

Cyberbullying victimization among Turkish online social utility members

Yavuz Akbulut, Yusuf Levent Sahin, Bahadir Eristi

Journal of Educational Technology & Society 13 (4), 192-201, 2010

There is growing evidence to suggest that bullying results in deep emotional damage.
Borderless cyberspace transforms the nature of bullying and serves as a risky territory where
more and more bullies are at large, which in turn, increases the extent of victimization in cyber-
space. The current study investigated the cyberbullying victimization among Turkish members of
an online social utility. The analysis sample consisted of 1470 participants who were recruited
with a 28-item web-based survey. The survey had a high internal consistency coefficient and
explained more than half of the total variance with a single-factor structure. Findings revealed
that several background variables influenced cyberbullying victimization, including gender;
marital and socioeconomic status; purpose; frequency; location; time and nature of Internet use
and language proficiency. Observed gender differences varied according to Internet connection
locations. In addition, socioeconomic differences varied according to surfing patterns. Forum and
blog use predicted victimization significantly. On the other hand, some critical variables did not
have an influence on the extent of victimization such as age, education level and Internet
proficiency. The source of victimization was predominantly international websites rather than
Turkish websites. Findings were discussed followed by implications and suggestions for further
research.

Local Literature

Based on the report released by the SocialBakers.com, an analytics and statistics

monitoring web page, as of February 2012, the Philippine ranks Eight in the greatest number of
Facebook users in the world with approximately 27, 720, 300 Filipino Facebook users.
Facebook’s penetration in the Philippines is about 27.75% of the country’s total population, with
the youth ages 13-17 comprising about 20% of the Philippine Facebook population.

5
 Technology and the internet hare improved the lives of people communication is easier
and entertainment can be achieved in just a few clicks. However, the advent of the ‘modern
world’ also brings with it adverse effects. Although social networking sites such as Facebook &
Twitter were created to bridge the gaps between people, they have been an ideal, virtual,
playground for cyber-bullies. According to a survey by the cyber-bullying Research Center,
about 20 percent of students from ages 11-18 years surveyed last year said they’d been cyber-
bullied at some point in their lives. According to the National Crime Prevention Center, over 40
percent of all teenagers with internet access have reported being bullied online in 2008.

There are many detrimental outcomes of cyber-bullying. Many targets of cyber-bullying

report feeling depressed, sad, angry, and frustrated. And some victims who experienced cyber-
bullying, are also afraid or embarrassed to go to school. Victims of cyber-bullying also tend to
develop low self-esteem. Research also shows that there are links between cyber-bullying and
family problems, academic problems, school violence and delinquent behavior. And while the
cyber-bully rarely inflicts physical harm to their victims, the psychological damage they cause. If
bad enough, can compel the cyber victims to inflict physical harm on themselves. In fact, there
have already been a number of gang people around the world taking their own lives due to cyber-
bullying. Ana Phyllis Isla (2012).

A study by Michele L. Ybarra and Kimberly J. Mitchelle (2004), which examined youth
engaging in online harassment, found that adolescent who would not act aggressively in the
traditional bullying scenario might feel less constrained online.

Review of Related Studies

The Internet has created a new paradigm shift in communication. Today our youth are
addicted to using electronic communication tools. It is an undeniable fact that electronic-based
communication has transformed our lives tremendously, but unfortunately, there is a dark side to
this technological advancement. Cyberspace is a potential site for violence, victimization, and
oppression (Faye, 2011). According to Olweus (1993), “a student 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 other students.” Hence, bullying is showing aggressive behavior to a person without any
prior provocation with the intention of causing harm. It also denotes that the harm is done
repeatedly over time and there is a disparity in strength and power between the victims and cyber

6
criminals. Electronic bullying or cyber bullying, according to Kowalski (2011) simply indicates
using the Internet to cause psychological and emotional disturbances. Olthof (2011) defines
cyber bullying as a strategic behavior of an individual to dominate another individual or a group
of individuals. Online Oxford Dictionary defines cyber bullying as the use of electronic
communication to bully a person, typically by sending messages of an intimidating or
threatening nature. Cyber bullying causes grave harm to an individual or group of people by
exposing their personal data, real names and addresses to criminals with malicious intent to the
targeted individual or group. Cyber bullying can include such acts as making threats, sending
provocative insults or racial or ethnic slurs, gay bashing, attempting to infect the victim's
computer with a virus, and flooding an e-mail inbox with messages (WatIs.com).

According to Olweus, (1986, 1993) the following are some symptoms of victims of cyber
bullying:

1. Anxious, insecure, unhappy and have low self-esteem

2. Cautious, sensitive, quiet, withdrawn, and shy

3. Depressed and engaged in suicidal ideation much more often than their peers

4. Do not have a single good friend to discuss problems.

5. Often physically weaker than their peers in the school.

The following are some characteristics of cyber bullies:

1. Often involved in other antisocial activities such as drug use.

2. Impulsive and easily angered

3. Strong need to dominate other students.

4. Show little empathy toward students who are victimized

5. Often physically stronger than other students in the class.

6. Often defiant and aggressive, including to parents and teachers.

Cyber bullying also happens when a person's name is used to publish undesirable
materials online, thus causing character assassination of the victim. Character assassination can
be done through e-mail, chat room, SMS, calls, social network, Twitter, Facebook, discussion

7
boards, on-line forums, blogs, initiation, and rumors. Recent findings indicate that cyber bullying
is becoming a pervasive problem around the world and it is increasing alarmingly. (John, 2011).
The psychological effects of cyber bullying in our society and institutions cannot be ignored any
longer (Bulent, 2009). As the social networking domain expands in cyber space, it inevitably
creates more opportunities for cyber criminals to victimize young, unsuspecting internet users
(Allison, 2009). Research findings have shown that cyber bullying causes emotional and
physiological damage to defenseless victims. (Yavuz, 2010).

8
 Chapter III
Methodology

Research Design

This research applied a triangulation method to carry out the investigation. Data were
collected using quantitative, qualitative, observation and descriptive methods. The study applied
direct or passive observation in the investigation. In passive observation the researcher has no
influence on the students. The qualitative method was used to collect and analyze data while the
quantitative method was used to further strengthen the qualitative data. In research it is better to
use both eyes rather than one (Thompson, 2004). Research further indicates that qualitative
methodology is very naturalistic and conducted in real time with the investigator in control
(Bogdan & Biklen, 2003; Golafshani, 2003). Faryadi, 2010).

Locale of the Study

The study was conducted at Colegio de Montessori located at Timalan conception, Naic,
Cavite.

Sampling Procedure

Students from each strand of Senior High were asked to answer and complete the survey
forms via Google Forms. The title of the study was not shown from the participants. All the
participants were informed that the study was anonymous which means that they are not required
to give their full names and contact numbers except for their age which are needed for other
statistical purposes.

Research Instrument

The study used questionnaire to obtain data. It consists of ten (10) questions.

9
Statistical Treatment

To interpret the data effectively the researchers will make use the following statistical
treatment: the percentage and the Likert Scale.

Percentage

F
%= ×100
N

Where:

% = is the percentage

F in the frequency

N in the total number of respondents

100 is a constant value.

Mean

Σ fx
x́=
n

Where:

x́ = mean

f = frequency of each class

x = mid-interval value of each class

Σ fx = sum of the product of mid – interval values and their corresponding frequency

n = the total number of respondents

10
Likert Scale

Scal Rate Interpretation Symbol

e
4 3.20-4.00 Strongly Agree SA

3 2.40-3.19 Agree A
2 1.60-2.39 Neutral N
1 0.80-1.59 Disagree D
0 0-0.79 Strongly Disagree SD

Data Collection Procedure

The instruments for the study were administered by the researcher. In summarizing of the
study, the researcher used a tabular summary to support the data gathered. It helps the
researchers explain and analyze specific points of data. Also, tabular presentation is a systematic
and logical arrangement of data in the form of rows and columns with respect to the
characteristics of data. The data shows that based on 100 participants from SHS in Colegio de
Montessori, only 78 students voluntarily answered.

11
 Chapter IV
Presentation and Analysis of Data

This chapter includes the presentation, analysis of data, and interpretation of data which
are drawn from 78 Senior High students from Colegio de Montessori who voluntarily answered
the questions using Google Forms. The data gathered are now organized by the researchers. To
easily get the results, the researchers find the mode of the data (the highest frequency of
occurrence). These responses to the questions which are quantified are then presented in
frequency and percentage forms. Then, the questionnaires which are Likert Scale based wherein
questions based on this scale are used in a survey treated with a mean (the average of the data).
This analysis is presented in a tabular form.

Table 1

Profile of the SHS in terms of Grade Level

Male Female Total

Frequenc % Frequenc % Frequenc %

y y y
11 19 24% 26 33% 45 58%
12 10 13% 23 29% 33 42%
Tota 29 37% 49 63% 78 100%
l

Table 1 shows that most of the SHS surveyed are females 49 (63%) and 29 of them are
males (37%)

Table 2

Profile of the SHS in terms of strand

Male Female Total

Frequency % Frequency % Frequency %

STEM 23 29% 27 35% 50 64%
ABM 4 5% 15 19% 19 24%

12
 HUMSS 2 3% 7 9% 9 12%
Total 29 37% 49 63 78 100%
%

Table 2 shows that most of the students who participated in the survey are from STEM,
with a total of 50 respondents (64%). The second were from the ABM strand with a total of 19
respondents (24%). Finally, from the HUMSS strand, total of 9 respondents (12%)

Table 3

Profile of the SHS in terms of gender

Gende Frequency Percent

r
Male 29 37%
Female 49 63%
Total 78 100%
Table 3 shows that 29 male SHS students (37%) and 49 SHS female students (63%)
participated in the survey.

Table 4

Profile of the SHS in terms of number of siblings

Male Female Total
Frequency % Frequency % Frequency %
0 10
6 8% 8 % 14 18%
1 10
11 14% 8 % 19 24%
2 21
3 4% 16 % 19 24%
3 13
5 6% 10 % 15 19%
4 and
above 4 5% 7 9% 11 14%

13
 Table 4 shows that in terms of the number of siblings 14 (18%) of them have no siblings,
19 (24%) have only a sibling, 19 (24%) have two siblings, 15 (19%) have three siblings, and
lastly 11(14%) have four or more siblings.

Table 5

Profile of the SHS in terms of family structure

Male Female Total

Frequency % Frequency % Frequenc %

y
Nuclear Family 16 21% 26 33% 42 54%
Extended Family 11 14% 18 23% 29 37%
Single Parent
Family 0 0% 1 1% 1 1%
Blended Family 2 3% 3 4% 5 6%
Orphanage Family 0 0% 1 1% 1 1%
Total 29 37 49 63% 78 100%
%

Table 5 shows that the majority family structure is the nuclear family which both male
and female SHS students get. 42 (54%) of the students came from a nuclear family, 29 (37%)
from extended family, 1 (1%) from single parent family, 5 (6%) from blended family, and lastly
1 (1%) came from an orphanage family.

Table 6

Profile of the SHS in terms of Monthly Family Income

Male Female Total

Frequency % Frequency % Frequency %

5k and below 10 13% 5 6% 15 19%
5k - 9k 1 1% 15 19% 16 21%
10k - 15k 8 10% 14 18% 22 28%

14
 16k and
above 10 13% 15 19% 25 32%
Total 29 37 49 63% 78 100%
%

Table 6 it shows that of the SHS female students are higher than the average income of
the families of the male students. As both genders combined, 15 (19%) have an income of 5k and
below, 16 (21%) have 5k-9k of income, 22 (28%) have 10k-15k of income, and finally 25 (32%)
of the SHS have a family income of 16k and above.

Table 7

Profile of the SHS in terms of average grade in school

Male Female Total

Frequenc % Frequenc % Frequenc %

y y y
Satisfactory (80-84)
11 14% 11 14% 22 28%
Very Satisfactory (85-89)

8 10% 20 26% 28 36%

Outstanding (90-100)
10 13% 18 23% 28 36%
Total 29 37% 49 63% 78 100%

Table 7 it states that the most average grades of the male students are 80-84 and most of
the female students achieve 85-89 average grade. As both genders combined, 22 (28%) of them
got Satisfactory (80-84), 28 (36%) got Very Satisfactory, and 28 (36%) got Outstanding (90-
100).

For table 8:

Legend

Scal
e Rate Interpretation Symbol

15
 4 3.20-4.00 Strongly Agree SA
3 2.40-3.19 Agree A
2 1.60-2.39 Neutral N
1 0.80-1.59 Disagree D

0 0-0.79 Strongly Disagree SD

Table 8

Profile of the SHS who are experiencing family violence

Male Female Total

X̄ Interpretation X̄ Interpretatio X̄ Interpretation

n
Total0.2
8 SD 0.71 SD 0.55 SD
Table 8 it shows that the SHS students have very minimal of experience in family
violence. (X̄ = 0.55)

It can be obtained from the data that all the criteria were interpreted by the two groups of
respondents as low extent (SD= Strongly Disagree).

Table 9

Profile of the SHS in terms of usage of cell phone/computer

Male Female Total

Frequency % Frequency % Frequency %

Less than an
hour 1 1% 3 4% 4 5%
1-3 hours 15 19% 9 12% 24 31%
4-6 hours 5 6% 16 21% 21 27%
7+ hours 8 10% 21 27% 29 37%
Total 29 37% 49 63% 78 100%

16
 Table 9 it states that most of the students spends 7 hours and more in usage of cell
phone/computer. 4 (5%) of them spend less than an hour, 24 (41%) spends 1-3 hours, 21 (27%)
spend 4-6 hours, and lastly 29 (37%) spends 7+ hours in front of the cellphone/computer.

Table 10

Frequency usage of Social Media Sites

Mal Female Total

e
X̄ Interpretation X̄ Interpretation X̄ Interpretation
Facebook 2.55 A 2.39 N 2.45 A
Twitter 1.28 D 1.33 D 1.31 D
Instagram 1.17 D 1.71 N 1.51 D
YouTube 2.69 A 2.31 N 2.45 A
Tik Tok 1.45 D 2.08 N 1.85 N

Table 10 it shows that the most frequently used social media sites by the SHS students are
Facebook (X̄=2.45) and YouTube (X̄=2.45).

For tables 11-15:

Legend

Scal
e Rate Interpretation Symbol

4 3.20-4.00 Strongly Agree SA

3 2.40-3.19 Agree A
2 1.60-2.39 Neutral N
1 0.80-1.59 Disagree D

0 0-0.79 Strongly Disagree SD

Table 11

Profile of the SHS in terms of bullying others online

17
 Male Female Total

X̄ Interpretatio X̄ Interpretation X̄ Interpretation

n
Call someone names through
social media to made them feel 0.2
bad 0.07 SD 0.29 SD 1 SD
Hang humiliating image of your
classmate on the internet to show
these to other people
0.1
0.07 SD 0.22 SD 7 SD
Say offensive/negative things that
will make them sad or angry
0.41 SD 0.39 SD 0.4 SD
Pretend to be someone else online 0.2
0.14 SD 0.29 SD 3 SD
Spread rumors about someone 0.1
0.1 SD 0.22 SD 8 SD
Intimidate someone 0.2
0.17 SD 0.37 SD 9 SD
Sent someone's private pictures 0.1
to others 0.03 SD 0.29 SD 9 SD
Sent unwelcome sexual 0.1
words/photos to others 0.14 SD 0.18 SD 7 SD
Exclude someone from online
0.2
group
0.1 SD 0.27 SD 1 SD
Overall Mean 0.14 SD 0.28
SD 0.2 SD
3
Table 12 shows that most of the students bullied others online by saying
offensive/negative things that will make them sad or angry (X̄=0.4)

It can be obtained from the data that all the criteria were interpreted by the two groups of
respondents as low extent (SD= Strongly Disagree).

Table 12

Profile of the SHS in terms of bullying others online due to the following reasons

18
 Male Female Total
X̄ Interpretatio X̄ Interpretation X̄ Interpretation
n
Relationship Issues 0.3
0.1 SD 0.47 SD 3 SD
Social Class 0.3
0.14 SD 0.45 SD 3 SD
Appearance 0.4
0.24 SD 0.57 SD 5 SD
Disability 0.2
0.03 SD 0.35 SD 3 SD
Performance in 0.3
School 0.14 SD 0.51 SD 7 SD
Sexuality 0.2
0.1 SD 0.31 SD 3 SD
Overall Mean 0.13 SD 0.44 SD 0.3 SD
2
Table 12 shows that most of the students bullied others due to appearance (X̄=0.45).
It can be obtained from the data that all the criteria were interpreted by the two groups of
respondents as low extent (SD= Strongly Disagree).

Table 13

Feelings of the SHS when they are bullied online

Male Female Total

X̄ Interpretatio X̄ Interpretatio X̄ Interpretation

n n
Angry 1.8
1.69 N 1.9 N 2 N
Embarrasse 1.9
d 1.72 N 2.02 N 1 N
Sad 1.9
1.72 N 2.06 N 4 N
Scared 1.2
1.03 D 1.45 D 9 D

19
 Table 13 it shows that most of the students feel sad (X̄=1.94) and embarrassed (X̄=1.91)
when they are getting cyberbullied and most of them are the female recipients.

Table 14

Reasons why the SHS are bullied online

Male Female Total

X̄ Interpretatio X̄ Interpretation X̄ Interpretation
n
Relationship Issues 0.6
0.48 SD 0.73 SD 4 SD
Social Class 0.5
0.28 SD 0.76 SD 8 SD
Appearance 0.9
0.59 SD 1.2 D 7 D
Disability 0.2
0.1 SD 0.41 SD 9 SD
Performance in 0.5
School 0.31 SD 0.76 SD 9 SD
Sexuality 0.3
0.1 SD 0.53 SD 7 SD
Overall Mean 0.31 SD 0.73 SD 0.5 SD
7
Table 14 states that the appearance is the most reason for the students to get cyberbullied.
(X̄ = 0.57)
It can be obtained from the data that all the criteria were interpreted by the two groups of
respondents as low extent (SD= Strongly Disagree).

Table 15

Students will do if they are cyberbullied

Male Female Total

X̄ Interpretatio X̄ Interpretatio X̄ Interpretation

n n

20
 Do nothing 0.5 0.5
2 SD 0.51 SD 1 SD
Take matters in your own 0.9
hand 1.1 D 0.9 D 7 D
Confront a person 1.3 2.0
4 D 2.43 A 3 N
Told a friend 1.4 1.8
8 D 2.08 N 6 N
Told a parent 1.6 2.5
6 N 3.08 A 5 A
Told a teacher 2.0 2.4
3 N 2.67 A 4 A
Table 15 states that the first person that students will share when they are cyberbullied is
to their parents (X̄=2.55) The second one is they will be told to a teacher (X̄=2.44), then confront
a person (X̄=2.03), then told to their friends (X̄=1.86), then take matters in their own hands
(X̄=0.97), and lastly do nothing (X̄=0.51).

21
 For table 16:

Legend

Scal
e Rate Interpretation Symbol

4 3.20-4.00 Strongly Agree SA

3 2.40-3.19 Agree A
2 1.60-2.39 Neutral N
1 0.80-1.59 Disagree D

0 0-0.79 Strongly Disagree SD

Table 16

Seriousness of cyberbullying

Male Female Total

X̄ Interpretation X̄ Interpretation X̄ Interpretation

Tota 3.3 3.2

l 2.97 A 7 SA 2 SA
̄
Table 16 it shows that both genders take Cyberbullying seriously (X=3.22) but females
take it more seriously (X̄=3.37) than males (X̄=2.97) in a small margin

For table 17:

Legend

Scal
e Rate Interpretation Symbol

4 3.20-4.00 Extremely Safe SA

3 2.40-3.19 Safe A
2 1.60-2.39 Neutral N
1 0.80-1.59 Unsafe D

0 0-0.79 Not at all Safe SD

22
 Table 17

Safeness in Using Social Media Sites

Male Female Total

X̄ Interpretation X̄ Interpretation X̄ Interpretation

Tota 1.6 1.6
l 1.59 D 9 N 5 N
Table 17 shows that both have a neutral feeling about safeness in using social media
(X̄=1.65). However, males do not feel safe on using social media (X̄=1.59) than the females who
have a neutral feeling (X̄=1.69).

For table 18:

Legend

Scal
e Rate Interpretation Symbol

4 3.20-4.00 Strongly Agree SA

3 2.40-3.19 Agree A
2 1.60-2.39 Neutral N
1 0.80-1.59 Disagree D

0 0-0.79 Strongly Disagree SD

23
 Table 18

Impacts of cyberbullying to the academic performance of the SHS

Male Female Total

X̄ Interpretatio X̄ Interpretation X̄ Interpretation

n
I feel unsafe and no longer go to school 1.5
0.97 D 1.92 N D
when I get cyberbullied. 6
l am unable to focus during class if/when
1.28 D 2.27 N 1.9 N
I experience cyberbullying.
If/when I get cyberbullied, I feel like I am 1.9
1.38 D 2.33 N N
not able to perform in class. 7
I will no longer be comfortable and
1.9
oriented towards learning if/when I get 1.21 D 2.33 N N
1
cyberbullied.
I will get a low mark or sometimes failing
1.7
marks in my classes if/when I start 0.9 D 2.22 N N
3
suffering from cyberbullying
l will not be able to follow school
1.4
authorities and academic regulations 0.83 D 1.88 N D
9
efficiently if/when I get cyberbullied.
2.3
I will experience low self-esteem 1.62 N 2.8 A N
6
It will affect my relationship to my 1.9
1.21 D 2.39 N N
family and friends 5
1.4
I will attempt to hurt myself physically 0.69 SD 1.92 N D
6
1.8
I will be afraid using social media again 0.97 D 2.43 A N
8
Overall Mean 1.11 D 2.25 N 1.8 N
2

Table 18 it shows that the rate on females is higher than males that it concludes female
experience the effects of Cyberbullying much greater (X̄=2.25) than the male (X̄=1.11) also it
shows that the most experience effect of Cyberbullying is having a low self-esteem. (X̄=2.36)

24
 Chapter V
Summary, Conclusion, and Recommendation

Summary

Most of the Senior High students experienced cyberbullying. However, due to the high-
quality education, being financially stable, number of siblings, family structure, experiencing
low family violence and attaining outstanding remarks (90-100), the researchers can conclude
that there is a low impact of cyberbullying to the academic performance of the Senior High
students from Colegio de Montessori.
Conclusion

The researchers concluded that cyberbullying is a growing concern among the students
that needs to be eliminated before it gets out of hand. Being cyberbullied and a person who
cyberbullied online have a negative effect to the students that can lead to a serious illness such as
depression and can affect its academic performance. Therefore, preventing cyberbullying or
stopping being a cyberbully through social networks would minimize the risk of others in its
academic performance and to its social life.

25
Recommendation

To the future researchers:

They should consider how successful offline and online prevention methods are based on who is
implementing them. Because schools and parents are mainly responsible for these techniques,
they should be considerate when determining how well each method is working. To really
understand these methods, the researchers will have to continue to examine offline and online
methods especially as technology changes.

To the parents:

Try to talk to your child/ren. When you notice something strange, give them the space to
share what they want to in their way and listen. Try to avoid the temptation to interrupt because
you know what’s going on, prompt if necessary but let them do most of the talking. Encourage
them not to retaliate. Although this can seem like the most tempting thing to do in a situation like
this it is very important that you do not retaliate to the cyberbullying. Most of the time, the bully
is looking for a reaction when they are teasing or calling someone nasty names. Your child may
wish to reply and ask the person to stop sending messages. However, this is not necessary, and
action can be taken without replying.

To the teachers:

Discuss bullying, give students the opportunity to discuss bullying. Have the class come
up with rules against bullying and involve them in determining that bullying behavior is
unacceptable. Provide classroom activities and discussion opportunities related to bullying and
violence, including the harm they cause and strategies to reduce their incidence.

For the students:

If you know that you are bullied, Do not respond or retaliate. Sometimes a reaction is
exactly what aggressors are looking for because they think it gives them power over you, and
you do not want to empower a bully. As for retaliating, getting back at a bully turns you into one

26
– and can turn one mean act into a chain reaction. If you can, remove yourself from the situation.
If you cannot, sometimes humor disarms or distracts a person from bullying.

27
References

dela Cruz Cindy P. (2017) Cyberbullying in The Philippines

https://www.inhousecommunity.com/article/cyber-bullying-philippines/

Disini (2015) RA 10627: The Anti-Bullying Act https://elegal.ph/republic-act-no-10627-the-anti-

bullying-act/

Faryadi, Q. (2011) Cyberbullying and Academic Performance. International Journal of

Computational Engineering Research. https://files.eric.ed.gov/fulltext/ED574784.pdf

Olweus, D. A. (2013) School Bullying: Development and Some Important Challenges. Research
Center of Child and Youth Mental Health.
https://www.researchgate.net/publication/248034043_BullyVictim_problems_in_school

Patchin, Justin W.; Hinduja, Sameer, (2011). Traditional and Non-traditional Bullying among
Youth: A Test of General Strain Theory. Youth & Society, v43 n2 p727-751 Jun 2011

Salvador III Tranquil G.S. (2020) Is your child a victim of bullying?

https://manilastandard.net/mobile/article/339388#:~:text=In%20the%20Phi.0ippines%2C
%20Republic%20Act,(Section%205(1)%2C

Susan., D.; Butler, C., W.; Emmison, M. (2011). "Have You Talked with a Teacher Yet?” How
Helpline Counsellors Support Young Callers Being Bullied at School, Children &
Society, v25 n4 p328-339.

Watson, Scott E. J.; Vannini, N. Woods, Sarah; D., Kerstin; Sapouna, Maria; Enz, Sibylle;
Schneider, W.; Wolke, D.; Hall, L.; Paiva, A.; Andre, E.; Aylett, R., 2010). Inter-Cultural
Differences in Response to a Computer-Based Anti-Bullying Intervention, Educational
Research, v52 n1 pp. 61-80

Wiseman, B. (2011) Cyberbullying in schools: A research study on school policies and

Procedures. University Libraries. https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?
article=1912&context=thesesdissertations

28
Survey Form

Impacts of Cyberbullying in the Academic Performance of Senior Highschool Students of

Colegio De Montessori S.Y. 2020-2021

This survey questionnaire is only for the Senior High School Students of Colegio de
Montessori. ALL ANSWERS WILL BE CONFIDENTIAL AND THIS SURVEY
QUESTIONNAIRE IS FOR RESEARCH PURPOSE ONLY.

Consent Letter

Dear Respondents,

Good day!

The researchers would like to ask you to answer the following question related to our
study titled “Impacts of Cyberbullying in the Academic Performance of Senior Highschool
Students of Colegio De Montessori S.Y. 2020-2021”. The study aims to determine the impact of
cyberbullying to the Senior High School students in Colegio de Montessori and to determine the
study habits experienced by the student. A group of Grade 12 STEM students are conducting this
study in fulfillment for the research subject.

Please take your time in answering the following questions as honestly as you can. It
would be greatly appreciated if you will not have any questions left unanswered. All information
supplied in this questionnaire will be kept confidential. Thank you for your time and cooperation.

Respectfully yours,

Brand, Sabrina

David, Shane Dustin

De los Santos, Robbie Jule A.

Llagas, Cyre Mendel

Romero, Edriana Joy D.

Part 1: Personal Information

Name ______________________

29
Grade Level

◯ 11

◯ 12

Gender

◯ Male

◯ Female

Strand

◯ STEM

◯ ABM

◯ HUMSS

No. of Siblings 

◯0

◯1

◯2

◯3

◯ 4 and above

Family Structure 

◯ Nuclear Family (living with parents and siblings)

◯ Extended Family (Includes other relatives such as aunts, uncles, and grandparents)

◯ Single Parent Family (living with only one parent)

◯ Blended Family (living with stepparents)

◯ Orphanage Family (living separated from their biological families)

Monthly Family Income 

◯ 5k and below

30
◯ 5k - 9k

◯ 10k - 15k

◯ 16k and above

Average grade in school

◯ Outstanding (90-100)

◯ Very Satisfactory (85-89)

◯ Satisfactory (80-84)

◯ Fairly Satisfactory (75-79)

Have you been experiencing family violence? 

0 1 2 3 4
Not at all ◯ ◯ ◯ ◯ ◯ Very Often

Part 2: Bullying Someone Online

How many hours do you use your cellphone/computer? 

◯ Less than an hour

◯ 1-3 hours

◯ 4-6 hours

◯ 7+ hours

How frequent do you use these social media sites? 0-4 (Not at all-Very Frequent) 

0 1 2 3 4
Facebook ◯ ◯ ◯ ◯ ◯
Twitter ◯ ◯ ◯ ◯ ◯
Instagra ◯ ◯ ◯ ◯ ◯
m
YouTube ◯ ◯ ◯ ◯ ◯
Tik Tok ◯ ◯ ◯ ◯ ◯
Have often do you... 0-4 (Never-Very Often) 

0 1 2 3 4
Call someone names through social media to made them feel bad ◯ ◯ ◯ ◯ ◯

31
 Hang humiliating image of your classmate on the internet to show ◯ ◯ ◯ ◯ ◯
these to other people
Say offensive/negative things that will make them sad or angry ◯ ◯ ◯ ◯ ◯
Pretend to be someone else online ◯ ◯ ◯ ◯ ◯
Spread rumors about someone ◯ ◯ ◯ ◯ ◯
Intimitade someone ◯ ◯ ◯ ◯ ◯
Sent someone's private pictures to others ◯ ◯ ◯ ◯ ◯
Sent unwelcome sexual words/photos to others ◯ ◯ ◯ ◯ ◯
Exclude someone from online group ◯ ◯ ◯ ◯ ◯
Reasons why you are bullying someone online: 0-4 (Strongly Disagree-Strongly Agree) 

0 1 2 3 4
Relationship Issues ◯ ◯ ◯ ◯ ◯
Social Class ◯ ◯ ◯ ◯ ◯
Appearance ◯ ◯ ◯ ◯ ◯
Disability ◯ ◯ ◯ ◯ ◯
Performance in School ◯ ◯ ◯ ◯ ◯
Sexuality ◯ ◯ ◯ ◯ ◯
Relationship Issues ◯ ◯ ◯ ◯ ◯
Social Class ◯ ◯ ◯ ◯ ◯
Appearance ◯ ◯ ◯ ◯ ◯
What did you feel when you were bullied online? 0-4 (Strongly Disagree-Strongly Agree) 

0 1 2 3 4
Angry ◯ ◯ ◯ ◯ ◯
Embarrassed ◯ ◯ ◯ ◯ ◯
Sad ◯ ◯ ◯ ◯ ◯
Scared ◯ ◯ ◯ ◯ ◯
Reasons why you are bullied online: 0-4 (Strongly Disagree-Strongly Agree) 

0 1 2 3 4
Relationship Issues ◯ ◯ ◯ ◯ ◯
Social Class ◯ ◯ ◯ ◯ ◯
Appearance ◯ ◯ ◯ ◯ ◯
Disability ◯ ◯ ◯ ◯ ◯
Performance in School ◯ ◯ ◯ ◯ ◯
Sexuality ◯ ◯ ◯ ◯ ◯
Relationship Issues ◯ ◯ ◯ ◯ ◯
Social Class ◯ ◯ ◯ ◯ ◯
Appearance ◯ ◯ ◯ ◯ ◯
What should a student do if he/she bullied online? 0-4 (Strongly Disagree-Strongly Agree) 

0 1 2 3 4
Do nothing ◯ ◯ ◯ ◯ ◯
Take matters in your own ◯ ◯ ◯ ◯ ◯

32
 hand
Confront a person ◯ ◯ ◯ ◯ ◯
Told a friend ◯ ◯ ◯ ◯ ◯
Told a parent ◯ ◯ ◯ ◯ ◯
Told a teacher ◯ ◯ ◯ ◯ ◯

Seriousness of Cyberbullying 

0 1 2 3 4
It is not
◯ ◯ ◯ ◯ ◯ Extremely Serious
serious

Do you feel safe using social media? 

0 1 2 3 4
Not at all
◯ ◯ ◯ ◯ ◯ Extremely Safe
safe

Part 4: Impact of Cyberbullying Through its Academic Performance

Please check the corresponding boxes on the right side of the questionnaire to indicate the level
of your agreement with each given statement.

4 - Strongly Agree

3 - Agree

2 - Neither Agree nor Disagree

1 - Disagree

0 - Strongly Disagree

0 1 2 3 4
I feel unsafe and no longer go to school when I get
◯ ◯ ◯ ◯ ◯
cyberbullied.
l am unable to focus during class if/when I experience
◯ ◯ ◯ ◯ ◯
cyberbullying.
If/when I get cyberbullied, I feel like I am not able to
◯ ◯ ◯ ◯ ◯
perform in class.
I will no longer be comfortable and oriented towards
◯ ◯ ◯ ◯ ◯
learning if/when I get cyberbullied.
I will get a low mark or sometimes failing marks in my ◯ ◯ ◯ ◯ ◯

33
classes if/when I start suffering from cyberbullying
l will not be able to follow school authorities and
academic regulations efficiently if/when I get ◯ ◯ ◯ ◯ ◯
cyberbullied.
I will experience low self-esteem ◯ ◯ ◯ ◯ ◯
It will affect my relationship to my family and friends ◯ ◯ ◯ ◯ ◯
I will attempt to hurt myself physically ◯ ◯ ◯ ◯ ◯
I will be afraid using social media again ◯ ◯ ◯ ◯ ◯

34