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3. METHODOLOGY
This set of procedures visualizes the different Tweets of senior
high school program students in a university in the Philippines.
Students posted their views and opinions of cyberbullying with
#uphslcyberbullyingsh. There were at least 100 students who
posted their tweets on the cyberbullying topic. The data were
extracted in Twitter from September 12-30, 2016. This study uses
Healy and Ramswamy (2011) tool for analyzing emotions in
Twitter. It visualizes the emotions in Twitter messages by means
of graphical representation of Russell and Barret (1998) emotion
grid (Figure 1) and represents topics with word clouds. The
visualization approach uses a multi-dimensional plane for
representing emotions which describes an affect using two Figure 2 Tweets on Cyberbullying Topic
bipolar, orthogonal, independent dimensions valence and arousal.
The two dimensions represent the degree of pleasantness and the
degree of activation. The central idea of the model is that the Figure 2 shows the tweets of the students with varying senitments.
entire space can be thought of as degrees of pleasantness or The total tweets counted were 217 from senior high school
unpleasantness and activation or deactivation. It also displays the students twitter account. Some students posted that the
topics and emotion information in separate views. cyberbulliying can affect their studies and threaten students’
physical and emotional safety at school and can negatively impact
their ability to learn. Most the students are not in favor or
expressed negative opinion to cyberbullying because they
encountered and received embarrassing messages from other
senior high school students. The results indicate that the students
were aware that cyberbullying among them constantly increases
over time.
Figure 3. Sentiments Region
Figure 3 shows the representation of emotions of all tweets by
senior high school students. First, the tweets were individually
Figure 5. Heatmap
presented in the form of circle in multiple colors. The color
signifies the overall valence or pleasure of the tweet including
green for pleasant and blue for unpleasant tweets. Second, the The results indicate that the senior high school students had
overall arousal of the tweet is presented by brightness, active negative point of view when it comes to cyberbullying within the
tweets are set brighter and passive tweets are darker. Lastly, the university. There were more students who believe that
size measures the confidence of the tweet approximations, a cyberbullying affects their stay in school as well as their
higher tweet agree to more confident estimate. performance.
Figure 3 presents that most of the senior high school students felt
pleasant about their cyberbullying experience and some of them
felt unpleasant. The results also show that some students are
tensed, sad, upset and alert on cyberbullying. Moreover, there
were students who felt pleasant about cyberbullying. Some
students felt calm, relaxed, and happy which indicated that few
students are not interested about cyberbullying topic. The diagram
shows that almost 70 percent of the tweets were active (pleasant)
while 30 percent of the tweets comprise subdued (unpleasant)
emotions. The findings indicate that most students were
unpleasant about the cyberbullying topic. The results can be
attributed to the likelihood that students experienced some forms
of cyberbullying.
Figure 6. Tagcloud
Figure 6 shows the typical terms used of the senior high school
students in four open areas. The left corner was unpleasant, and
the right corner pleasant, in the upper right corner was happy, the
lower right corner was relaxed, and the lower left corner was
upset. The bigger words represent common topics, while the
smaller words represent least tweets.
The results indicate that more students expressed that
Figure 4. Sentiments Cluster Topics cyberbullying is wrong, might result to suicide activity, is a crime,
and mostly happens in school. Also, there were students who hate
Figure 4. shows the 217 tweets common topic are in the topic bully, and believe that cyberbullying must stop within the school
cluster, some of the students had unfavorable opinions which and the community. However, there were bigger clouds indicating
which were negative acts for some students in some forms social positive opinion to cyberbullying such as stopping, prevent,
media verbal abuse. Also, some students were favourable to blocking, and should be assisted by making their parents online.
bullying and gave negative tweets for fun. However, the They also believe that they can share pleasant actions and
remaining tweets were classified in singletones which means that situations on the circumstances of cyberbullying. This can be
most of the tweets were not included in the main clusters attributed to the response of the Philippine government of passing
covering: prevent, school, bullying. the bill for cyberbullying.
[3] Tompkins, G., Campbell, R., Green, D. and Smith, C.,
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[4] Zhao, L. and Lu, Y., 2012. Enhancing perceived interactivity
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[6] Borcan, A., 2013. The Use of Sentiment Analysis tools in
Online Reputation Management Process.
[7] Saif, H., 2012. Sentiment Analysis of Microblogs. Mining
Figure 7. Affinity of Tweets
the New World, Technical Report KMI-12-2 March.
The results indicate that most of the tweets were associated with
[8] Aldahawi, H.A., 2015. Mining and Analysing Social Network
#cyberbullying, #bullying and others. There were no cluster of
in the Oil Business: Twitter Sentiment Analysis and
topic affinity available in the tweets made by the students.
Prediction Approaches (Doctoral dissertation, Cardiff
University).
5. CONCLUSION AND FUTURWORK [9] Du Toit, P. and Lutz, B., 2014. Defining Democracy in a
This study explores on the cyberbullying opinions of senior high Digital Age: Political Support on Social Media. Springer.
school students in the Philippines. The study concludes that most [10] Carpenter, T. and Way, T., 2012, January. Tracking
students felt unpleasant and not comfortable with cyberbullying Sentiment Analysis through Twitter. In Proceedings of the
experience and others doing it. The growing cyberbullying International Conference on Information and Knowledge
experience of the students can be attributed to the proliferation of Engineering (IKE) (p. 1). The Steering Committee of The
social media among senior higher students in the university. By World Congress in Computer Science, Computer
reviewing and developing policies and procedures related to Engineering and Applied Computing (WorldComp).
cyberbullying, more students and parents would understand its [11] Pak, A. and Paroubek, P., 2010, May. Twitter as a Corpus for
implications to students behavior, performance and activities. Sentiment Analysis and Opinion Mining. In LREc (Vol. 10,
These activities can increase the awareness of senior high pp. 1320-1326).
students, administrators, teachers and the entire school community
that cyberbullying is a crime, and it affects the social behavior of [12] Taboada, M., Brooke, J., Tofiloski, M., Voll, K. and Stede,
the students in school or can be outside of school. The results also M., 2011. Lexicon-based methods for sentiment
indicate that more students were becoming aware that analysis. Computational linguistics, 37(2), pp.267-307.
cyberbullying can be solved in many ways, and can be good [13] Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russell,
opportunity to help others who have experienced it. S. and Tippett, N., 2008. Cyberbullying: Its nature and
impact in secondary school pupils. Journal of child
However, this is preliminary study of cyberbullying opinions of
students in the Philippines, thus, a more comprehensive study is psychology and psychiatry, 49(4), pp.376-385.
needed to investigate on the internal and external issues involved [14] Sakellariou, T., Carroll, A. and Houghton, S., 2012. Rates of
in cyberbullying within a university. Also, cyberbulling is an cyber victimization and bullying among male Australian
interesting topic to explore as social media is slowly being primary and high school students. School Psychology
integrated to enhance the learning experience of the students. International, 33(5), pp.533-549.
Moreover, it is not only the use of social media, as well as [15] Slonje, R. and Smith, P.K., 2008. Cyberbullying: Another
exploring the policies and procedures of a university on main type of bullying?. Scandinavian journal of
cyberbullying, how they respond on it, and assist students not to psychology, 49(2), pp.147-154.
experience these situations.
[16] Patchin, J.W. and Hinduja, S. eds., 2012. Cyberbullying
prevention and response: Expert perspectives. Routledge.
6. ACKNOWLEDGMENTS [17] Li, Q., 2007. New bottle but old wine: A research of
The researchers would like to acknowledge T.I.P. for providing cyberbullying in schools. Computers in human
financial support in this study. behavior, 23(4), pp.1777-1791.
[18] Didden, R., Scholte, R.H., Korzilius, H., De Moor, J.M.,
Vermeulen, A., O’Reilly, M., Lang, R. and Lancioni, G.E.,
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