1

I. Introduction and Rationale

COVID-19 pandemic (WHO, 2020) continues to impact severely the learners

around the world, including their education, health, and social life. Many young
learners were perhaps given premature access to technology with inadequate
support or supervision as schools hurriedly moved to virtual educational activities and
parents simply needed to survive the extended time learners had at home.
Increased unsupervised online internet use has magnified issues around cyber
violence. Primarily, there was a concern that cyberbullying incidents would have
substantially increased during the ongoing pandemic, compounding further the
lopsided impact on learners. Conversely, it is long known that bullying online is often
connected to bullying at school and therefore fewer learners at school might translate
to fewer problems online (Patchin & Hinduja 2019).

According to a new census released lately by UNICEF, the United Nations

organization working for children’s rights, one in three young people in 30 countries
said they have been a victim of cyberbullying. One in five said they avoided school
due to cyberbullying and violence.
In 2021, the number of cyberbullying incidents in the Philippines was highest
for those in Region 4-A, amounting to approximately 92.4 thousand victims.
Cyberbullying or cyber libel also occurred more in the CARAGA region and the
National Capital Region (Statista, 2021). The predominance of cyber violence for
males is 44%, almost the same for females which is 43%. In a study conducted in the
Philippines, it was learned that 80% of 1,143 respondents aged 13-16 years
experienced cyberbullying (Takumi, 2016).
In the UNICEF U-Report poll conducted in June 2020, almost three-quarters
of young people from 30 countries said that social networks including Facebook,
Messenger, Instagram, Snapchat. Tiktok, Pinterest, and Twitter are the most popular
platforms for cyberbullying. Being associated with online means that school no longer
comes to an end once a student leaves class, and neither does cyberbullying. The U-
Report further revealed that 32% consider that the government is mainly responsible
for addressing cyberbullying, 31% said that young people are accountable, while 29
% said that it should be the internet businesses. Training teachers and parents to
respond
to and prevent cyberbullying will uphold the safety of children and young people,
especially the most vulnerable ones (UNICEF Philippines, 2020).
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DepEd CyberSafe program likewise is currently the flagship child online

protection program of the Department of Education (DepEd, 2021). It stresses
the need to protect children from online dangers as they study from home while
alert levels transformed over time. With this, DepEd Region X conducted a series
of webinars about child’s rights, child protection, and positive discipline in the
light of the new normal. Nonetheless, since the onset of the COVID-19 pandemic,
Bukidnon National High School in the Division of Malaybalay City thru the Child
Protection Committee has recorded 28 cases of cyberbullying and cyber victimization
between learners and some learners who cyberbullied their teachers. Groups of
learners usually cyberbully an individual learner or a teacher in Messenger group
chats or on the Facebook wall. Additionally, some record shows that learners are
cyber bullied by fake accounts on Facebook and Instagram. Most cyberbullies send
and post offensive and humiliating messages. An assumption has been reported that
a lot of cyber victims do not report cyberbullying cases at all to the Child Protection
Committee. All the recorded cases of cyberbullying and cyber victimization were
amicably resolved (BNHS-Child Protection Committee, 2022)
With this in the new normal system of education, parents, guardians, and
teachers will play a more significant role in the education of their children. They will
be supervising and facilitating learners’ education at home. This may be a novel
arrangement with the parents and guardians, overwhelmed and unequipped to
handle the set-up. In the study by Tal & Prebor 2019, it was found that most parents
have heard about cyberbullying, mainly through the various media and not because
of interacting with their child. Although parents understand that there are
psychological effects on victims and criminal consequences for aggressors, most do
not deepen their knowledge on the issue. Most parents assume that they can control
the phenomenon and distance their child from it and that their child was not involved
in cyberbullying. Nevertheless, parents’ and educators’ perceptions and awareness
of what happens on social networking sites are limited (Juvonen & Gross, 2020),
which was also an assumption of the present study.

II. Literature Review

This section reviews cyberbullying in general in the light of the covid-19
pandemic, the prevalence of cyberbullying, technological platforms, cyberbullying in
the Philippines, parents’ perceptions and awareness of cyberbullying, and school
professionals’ perceptions and awareness of cyberbullying.

Cyberbullying
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Cyberbullying has a variety of definitions and manifestations in both the news

and in the literature. Republic Act 10627, or the Anti-Bullying Act (the “Act”) states that
Cyberbullying or any bullying is done using technology or any electronic means. The term
shall also include any conduct resulting in harassment, intimidation, or humiliation, with 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. A cyber perpetrator is
defined as a person who attempts to gain power and dominance over others (Shariff,
2018) with any form of electronic bullying. Shariff (2018) uses the terms perpetrator
rather than bully because he or she “initiates a certain action or actions in a specific
context, whereas labeling an individual as a bully gives the perception that such an
individual is a bad or evil person at all times”. While a cyber victim is defined as a
person who cannot easily defend him or herself (Jimerson, Swearer, & Espelage,
2019).
Cyberbullying as harassment is the repeated sending of “mean, nasty, and
insulting messages”. Flaming is fighting using “vulgar language” in an online
conversation and “is like face-to-face bullying or verbal fighting”. Cyberbullying as
denigration is “dissing someone online” and/or sending or posting slanderous
comments to damage a person’s reputation. Impersonation cyberbullying is using
information that has been fabricated to damage someone’s reputation. Cyberbullying
as trickery is scamming someone into “revealing secrets and embarrassing
information online”. The outing is “sharing someone’s secret and private information”
to hurt the other person. Exclusion cyberbullying is purposely and maliciously
isolating a person from a social group. Lastly, cyberstalking is an online pursuit of
“unwanted relationships” (Willard, 2017).
In addition to current conventional practices converting to digital forms,
entirely new victims of bullying may have been targeted through elevated
cyberbullying activity due to increased time spent online. Subsequently, a
prospective burden of childhood and adolescent bullying now exists that is
significantly greater than that before COVID-19. Without profound action, this could
lead to increased rates of poor health, educational, and social outcomes in childhood
that endure for decades. Children and adolescents are especially susceptible to
cyberbullying victimization due to their almost ubiquitous uptake of smartphones and
involvement in social media. The increased potential for large audiences and
anonymous attacks, coupled with the permanence of posts and reduced adult
supervision, renders cyberbullying a significant threat to learners’ mental health
(Wolke et.al, 2017).
 4

Prevalence of Cyberbullying
Several studies found that on average 20-40% of youth report being
victimized by a cyberbully (Aricak et al., 2018). On the other hand, Juvonen and
Gross (2018) found prevalence rates to be as high as 72% for 12-17-year-olds who
have encountered at least one cyberbullying experience in their life.
Furthermore, the application of the internet for social media has gradually
grown over time. As of January 2020, the projected number of active social users
worldwide was 3.8 billion, reflecting an increase from the number of 3.4 billion in
January 2020 (Kemp, 2020). In particular, during the coronavirus disease 2019
(COVID-19) pandemic, there has been an increase in the number of digital platform
users (Gupta et.al., 2020). Individuals are now vigorously posting their new
achievements during the pandemic lockdown and expressing their opinions more
vocally than before, as social media is now the most frequently used communication
method for most individuals (Gupta et.al, 2020). One study established that as social
media use increases, students who are prone to bullying are more likely to face
cyberbullying (Gupta et.al., 2020). There can be a limitless exchange of information
among social media users, and this information can sometimes be used in negative
ways that may cause harm or make someone feel harassed. The act of harassing or
harming someone via the use of social media is called cyberbullying. Cyberbullying
can happen by sending harassing messages, posting derogatory comments on social
media sites, posting humiliating pictures, and threatening someone electronically
(Nixon, 2015).
Victims of cyberbullying usually report feelings of depression, anger,
frustration, and even suicidal thoughts. Cyberbullying is linked to low self-esteem,
family problems, academic problems, violence, and delinquent behaviors (Gupta
et.al. 2020). In general, the estimated number of adolescents experiencing
cyberbullying is around 10%-40%, although the percentage depends on age and the
definition of cyberbullying used in the study (Mohammad, 2020). In a survey
conducted in the Philippines, it was found that 80% of 1,143 respondents aged 13-16
years experienced cyberbullying (Takumi, 2016). Nonetheless, little research has
discussed Filipino adolescents’ characteristics, and although favorable
characteristics have been mentioned, there has been an increase in cases of
cyberbullying in the Philippines (Takumi, 2016).

Technological platforms of cyberbullying

There are different technological platforms used in cyberbullying.

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Cyberbullying is most frequently experienced via Instant message and chat room
interaction regardless of the widespread use of mobile phones among adolescents.
The most prevalent forms of cyberbullying were name-calling, abusive comments,
and spreading rumors (Price & Dalgleish, 2020). Comparable findings in a Turkish
study done by Dehue, et al. (2018) showed that name-calling and gossiping were the
most frequent forms of cyber harassment. The least common were circulating
embarrassing and/or defamatory pictures of the victim (Price & Dalgleish, 2020). In
another study done in Belgium among 1,318 adolescents 12-18 years of age,
researchers found that girls were more likely to be cyber victims than boys. The study
also found an increase in cyberbullying with age (Walrave & Heirman, 2021).
In the Philippines, it has a total population of 108 million, of whom 73 million
are active social media users (Saito, 2020). In a recent study, Facebook was the most
used social media application used by adolescents. In 2020, Facebook had
approximately 2.4 billion monthly users worldwide, thus making it the most popular
social media application (Kemp, 2020). In the Philippines, Facebook is currently the
most popular social media application, with at least 70 million users, and most social
users utilize cell phones to access social media; this trend was also found in a study
conducted among Filipino adolescents (Saito, 2020). The Philippines have had the
longest average daily time of social media use for 4 consecutive years, which
reached 4 hours in 2020 (Kemp, 2020).
For Youtube, while demographic data about YouTube users is not available, it
is known that over 4 billion videos are viewed on YouTube every day (Oreskovic,
2017). YouTube has community policies to reduce abuse of the website, which
include prohibiting users from posting sexually explicit material, materials against
copyright laws, hate speech, spam, and predatory behavior (YouTube Community
Guidelines, 2021).
YouTube has a safety center on its website with a section devoted to
cyberbullying and harassment. It explains to users what cyberbullying is and offers
suggestions on how to stop it. YouTube suggests that to stop cyberbullying, an
individual should block problem users, control the comments posted on his/her
channel (a personal page with a user’s videos), turn video comments off, and delete
and block a user from commenting on videos you own (YouTube Safety Center,
2021). YouTube goes on to state that “Sometimes criticism and insults can escalate
into more serious forms of harassment and cyberbullying. If specific threats are made
against you and you feel unsafe, tell a trusted adult, or report to your local law
enforcement”.
 6

Twitter on the other hand popularized tweets. Tweets are visible to the public
and are typically seen by people who subscribe to follow the tweets of users. As of
2021, Twitter had over 300 million users and its users produce over 700 million
tweets a day (Taylor, 2021). Twitter does not moderate tweets and will only remove
an account if it violates their policies− violations, such as impersonation of another
person or direct threats of violence (Twitter rules, 2021). Twitter also has a safety
center on its website that dedicates a section to teen safety. Twitter talks about
“negative and hurtful interactions” between people online and offers advice on how to
handle these situations (Twitter safety tips for teens, 2021). They recommend talking
to someone with authority or accessing online resources they provide that include
websites and Twitter users dedicated to stopping bullying (Twitter safety tips for
teens, 2012).

Cyberbullying in the Philippines

It has been reported that citizens of the Philippines spend an average of 4
hours a day using social media, exceeding the values reported for other countries
(Kemp, 2020). Since prolonged exposure to social media can increase victimization,
Filipinos may be exposed to the harmful effects of social media for a longer time than
others (Patchin & Hinduja, 2019). Although there has been an increase in the number
of cases of cyberbullying in the Philippines, research on the phenomenon in the
Philippines is scarce. Because of the detrimental effects of cyberbullying,
adolescents must be aware of its urgency and the consequence of putting an end to
this violent behavior. Since adolescence is a vital stage of life, it is important to
correctly guide adolescents throughout this period (Jung, 2020).

Furthermore, the potential use of cell phones and short message service
(SMS) as an educational tool was studied. Librero, et al. (2020) found that 12 to 48
year- old students have access to mobile modules which were developed in different
subject areas at the time of the pandemic which may lead to cyberbullying and cyber
victimization. The mobile module uses handheld devices and smartphones for
accessing course material in a wide range of subject areas.
A study on empathy, cyber victimization, and cyberbullying among Filipino
adolescents (Shannen et,.al. 2021) states that although empathy does not
necessarily affect cyberbullying, higher levels of empathy were found among
cyberbullying victims. However, an alarming result of this study is the possibility that
victims may become cyberbullies. Therefore, we should highlight empathy as part of
efforts to prevent cyberbullying and solve various cyber-related problems. Since
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cyberbullying and cyber victimization are closely related, it is important to focus on

this relationship and to make multilateral efforts to ensure that cyberbullying does not
lead to other negative issues.
An essential issue that the Philippines face regarding cyberbullying is whether
it is a crime under Philippine law (Romulo, 2016). The most recent documented
incident of cyberbullying involved a student transferee from De la Salle University in
Manila who complained about his recent change of University campus. His complaint
was posted on his online blog, which drew the attention of others. He then received
messages on his blog ranging from mild taunts to threatening comments, which were
then removed (Tayao, 2014). Nevertheless, due to the anonymity of the perpetrator
online, it is often impossible to search for the origin of cyberbullies.

On parents’ perceptions and awareness of cyberbullying

Research on adult perceptions and awareness of cyberbullying is relatively
sparse. Dehue, Bolman, and Völlink’s (2018) study on youngsters’ experiences and
parental perceptions of cyberbullying was the only one the author found that gave
attention to parental perceptions. This study surveyed 1,211 students in the
Netherlands and invited their parents to participate as well. The study found that
more than half of parents set rules for their children about what they could do on the
internet and how often they could use it (Dehue et al., 2018). Even though a majority
of parents were found to set rules about their children’s use of the internet, many of
them were unaware of the cyberbullying that was occurring (Dehue et al., 2018). The
percentage of parents who reported that their child was being cyberbullied (11.8%)
was significantly lower than the percentage of students who reported being
cyberbullied (22.9%) (Dehue et al., 2018).
Moreover, the study found an inconsistency between parent and student
reports of engagement in cyberbullying behaviors. The number of students that
reported engaging in cyberbullying behaviors (17.3%) was far more than the number
of parents that reported that their child engaged in cyberbullying behaviors (4.8%;
Dehue et al., 2018).
The study by Dehue, et. al (2018) revealed that most parents set rules for
their children about the way they should use the Internet but are not conscious of the
harassment. They underestimate their own children's bullying behavior and have an
insufficient notion of their children as victims of bullying. Whilst, when talking about
the role of adult intervention, participants mentioned the use of rules/restrictions and
the perceived generation gap in ICT skills. Participants agreed that supervision of
 8

Internet and mobile phone use at home would be beneficial, but were less in accord
regarding the usefulness of supervision at school (Monks, et.al.,2016)
The website Digital Journal surveyed to investigate what parents thought
about cyberbullying. They found that “almost one in three parents who have children
aged between 12-17 thought that cyberbullying was more worrying than domestic
terrorism, car accidents, and suicide” (Fazackarley, 2020). According to the New
York Times article, parents feel that they must become more technologically savvy to
begin to learn how they can help their children (Hoffman, 2020). Many parents have
turned to community lectures by psychologists, technology experts, and police to
educate themselves on the basics of technology and cyberbullying (Hoffman, 2020).
Parents are becoming more aware of cyberbullying and its impacts through both
media reports and hearing about it from their children. Popular literature suggests
that as parents become aware of cyberbullying, they will subsequently become
aware of how little they know about communication technology and how
cyberbullying occurs (Hoffman, 2020).

School professionals’ perceptions and awareness of cyberbullying

Diamanduros et al. (2018) stated that “understanding the essential role that
technology has in the social networking of children and adolescents will give
educators insight into the degree to which students rely on technology to socialize
and the potential dangers that are associated with such behavior”. Moreover, an
awareness of the nature of cyberbullying will help school officials to address this
problem because more than half of the children and adolescents do not report
incidents of cyberbullying to their parents or other adults like their teachers and other
educators (Diener-West, & Leaf, 2017).

In addition to parents, few school professionals (teachers, educators) are

aware of cyberbullying among students (Beran & Li, 2015). Slovak and Singer (2019)
attempted to look further into the perceptions of professionals at schools about
cyberbullying. They found that while school social workers were aware of the impact
that cyberbullying could have on students, they were also ambivalent about their
ability to intervene and were unfamiliar with the different technologies that could be
used for cyberbullying (Slovak & Singer, 2019). This is consistent with Blair’s (2018)
assertion that school administrators are confused about their legal role and
jurisdiction when attempting to address cyberbullying.
 9

Confusion about schools’ roles in addressing cyberbullying has a direct

impact on the creation and implementation of policies that could aid school personnel
in monitoring and controlling cyberbullying (Slovak & Singer, 2019), as well as on
their communication with parents about cyberbullying among their students. It may
be that various social media do a better job of educating users on options in dealing
with cyberbullying and in moderating cyberbullying posts than do schools. Schools
have implemented bullying prevention projects in classrooms and through guidance
offices (Espelage et al., 2018). One wonders if schools will do similar interventions
for cyberbullying and whether it is even feasible for schools to do so because
cyberbullying is less visible to the public than schoolyard physical bullying.
Teachers perceived the following strategies as most helpful in addressing
cyberbullying: increasing parental involvement, warning students about the
consequences of cyberbullying, and increasing consequences for cyberbullying.
School administrators should consider teachers’ perceptions before implementing
prevention programs that target cyberbullying. Additionally, strategies should
consider fostering greater teacher buy-in, thus improving intervention fidelity and
creating a unified effort focused on decreasing student cyberbullying (Stauffer,
et.al.,2017).

In summary, cyberbullying remains underreported in the Philippines because

few parents or schools want to place the cyber victims’ or schools’ reputations under
the public spotlight. And although there are not many reported incidents of
cyberbullying among adolescents in the media, many Filipino adolescents have
experienced undocumented cyberbullying (Esguerra, 2016). Parents and teachers
are also aware that cyberbullying is existing and they perceive that proactive
strategies are needed to combat cyberbullying.

III. Research Questions

The purpose of this study is to investigate the parents and teachers of Senior
High School learners of Bukidnon National High School for the school year 2021-
2022 perceptions and awareness of cyberbullying. Specifically, it seeks to address
the gap in cyberbullying research with the following questions:

1. What is the demographic profile of the parents and teachers in terms of:
1.1 Age;
1.2 Sex
1.3 Marital Status
1.4 Income Range
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1.5 Educational Attainment

2. What is the extent of perceptions and awareness of cyberbullying by the
parents and teachers of the SHS learners of Bukidnon National High
School?
3. Is there a significant difference between the perceptions and awareness
of cyberbullying among parents and teachers in the light of the covid-19
pandemic?
4. Is there a significant difference among parents’ perceptions and
awareness of cyberbullying in the light of the Covid-19 pandemic when
grouped in terms of parents’ age, sex, marital status, income range, and
educational attainment?
5. Is there a significant difference among teachers’ perceptions and
awareness of cyberbullying in the light of the Covid-19 pandemic when
grouped in terms of teachers’ age, sex, marital status, income range, and
educational attainment?

IV. Scope and Limitation

This research study will be delimited to descriptive nature to gather

descriptive information to update future research, practice, and training. The study is
not designed to display causal relationships. The study will be conducted on 10.78
percent of the total population of Senior High School learners’ parents. And 78.1
percent to Senior High School learners’ teachers for the school year 2021-2022.
The study will not cover other concepts outside the scope of perceptions and
awareness of cyberbullying. The parents must be biological parents or guardians of a
Senior High School Learner. And the teachers must be teaching Senior High School
learners. The limitations innate in this type of study included (a) a geographically
limited sample that is not generalizable since it will be conducted only in Bukidnon
National High School, Division of Malaybalay City for the school year 2021-2022, and
(b) a relatively small sample size because only parents and teachers of Senior High
School learners will be the participants through simple random sampling. With this,
the study will utilize questionnaires in printed copy and via google form to be
distributed to parents and teachers of the Senior High School learners. It will be the
prerogative of the parents and teachers to choose what is the convenient form of
research instrument that they prefer to fill out. Through these strategies, the
researchers will be able to determine the perceptions and awareness of SHS
learners’ parents and teachers on cyberbullying.
 11

V. Methodology

This study will examine parents’ and teachers’ perceptions and awareness of
cyberbullying in this time of the Covid-19 pandemic system of education. Due to
limited research on parents’ and teachers’ perceptions and awareness of
cyberbullying, the study will be limited to examining the differences among
participants’ perceptions and awareness of cyberbullying. In this chapter, the
sampling, data collection, ethical issues, and plan for data analysis will be discussed.

a. Sampling

A descriptive research design will be used in this study. The participants will
be randomly selected through simple random sampling. There will be 357
participants from the parents and 84 participants from the teachers of the Senior High
School learners of Bukidnon National High School for the school year 2021-2022 that
were classified using sloven’s formula from a population of 3,313 parents and 107
teachers. These are individuals who are raising and educating Senior High School
learners in the light of the Covid-19 pandemic. In addition, select demographic
variables (e.g., age, sex, marital status, income range, and educational attainment)
will be examined to describe the characteristics of the participants.

b. Data Collection

In gathering the data, the researchers will ask permission from the Office of
the Principal of Bukidnon National High School. Data will be collected from the last
week of March to April 2022. This study will be conducted in Bukidnon National High
School and/or the participants’ place of residence. The participants will fill out a
research questionnaire with two parts: (a) a demographic questionnaire and (b)
parents’ and teachers’ perceptions and awareness of cyberbullying research
questionnaire adopted from Clarke (2018). Herewith, a printed copy of the research
instrument or via google form as a research instrument link will be issued to parents
and teachers of the Senior High School learners of Bukidnon National High School
together with the informed consent form.

c. Ethical Issues

Following the protocol, a permission letter will be sent to the Office of the
Principal of Bukidnon National High School. Upon approval of the permission letter,
the participants will be informed about the intent of the study and will be given an
 12

informed consent form. The informed consent forms will be returned and kept by the
researchers before participants complete the research questionnaire. Some
preliminary directions will be given to participants to follow. The participants will be
assured of the confidentiality of their responses as well as their identities as
participants of the study.

d. Plan for Data Analysis

A descriptive research design will be used to examine the certain background

characteristics of the participants in the study’s dimensions.
A more significant interpretation of the data through the lens of descriptive
statistics will be used to address the second research question. The mean, standard
deviation, and frequency distribution will be applied.
To answer the third research question, a T-test will be used to examine if
there is a significant difference between the perceptions and awareness of
cyberbullying among parents and teachers of Senior High School learners in the light
of the Covid-19 pandemic.
To address the fourth question, an Analysis of Variance will be used to
investigate if there exists a significant difference among parents’ perceptions and
awareness of cyberbullying in the light of the Covid-19 pandemic when grouped in
terms of parents’ age, sex, marital status, income range, and educational attainment.
The independent variables are the demographic variables (age, sex, marital status,
income range, and educational attainment).
An Analysis of Variance will be used also to consider if there exists a
significant difference among teachers’ perceptions and awareness of cyberbullying in
the light of the Covid-19 pandemic when grouped in terms of teachers’ age, sex,
marital status, income range, and educational attainment to address the fifth
question.
13
 14

VI. Timetable/Gantt Chart

Department of Education
Division of Malaybalay City
District III
BUKIDNON NATIONAL HIGH SCHOOL
Cyberbullying: Parents and Teachers’ Perceptions and Awareness in the light of Covid-19 Pandemic
Problem: Parents’ and teachers’ perceptions and awareness of cyberbullying in the light of the Covid-19 pandemic
Goal: To gain perspective on parents and teachers’ perceptions and awareness of the different perceptions and awareness among parents and teachers;
and the difference among parents’ and teachers’ perceptions and awareness of cyberbullying in the light of the Covid-19 pandemic when grouped
in terms of parents’ and teachers’ age, sex, marital status, income range, and educational attainment.

TASKS FEBRUARY MARCH APRIL MAY

Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Planning and Design Phase  / /  /  /                         
a. Chapter 1 to 3 Writing          / /  /  /                 
2. Implementation Phase                                
a. Permission to conduct research              /                  
b. Identification of participants and giving of the informed
consent form               /     
c. Distribution of research questionnaires                 /               
d. Filling out research questionnaires                    /            
e. Collection of research questionnaires                      /          
e. Data Analysis: Descriptive Statistics, T-test, ANOVA                        /        
3. Writing Phase                            
a. Chapter 4-5 Writing                          / /     
 15

4. Dissemination Phase                                
a. Disseminate the result of the research                             /  
5. Submission of the Completed Research                                /

Prepared by: Approved: Attested by: BNHS Subject Experts and Research Coordinator

JUDY TN. POSADAS SUSAN S. OLANA, PhD RHEA G. RAROGAL NIŃO RICHARD R. SALINGAY
Researcher Secondary School Principal IV Subject Head, SHS Mathematics Research Coordinator

KEZIA KEREN S. FLORES

Researcher

MARNELLIE E. BAUTISTA-VALDEZ
Researcher
 16

VII. Cost Estimates

Activities/Tasks Input Requirements Input Costs Parameters Total Fund Source Deliverables
(resources) and Unit Cost
A. Planning and Design Phase Bond Paper 1 ream x 199/ream 199.00 BERF -Work Plan
Bond Paper 10 ream x 199/ream 1990.00 BERF
B. Printing and distribution of consent Clear Folder 10 pieces x 18/piece 180.00 -Certificate of
form acceptance of the
deliverables
Reproduction BERF -Data Collection
Bond Paper 20 ream x 199/ream 3980.00 activities
C. Printing of research questionnaires
Folders 10 folders x 18/each 180.00
Expanded Envelopes 10 envelopes x 35/each 350.00
Board Paper 17 packs x 26/pack 442.00 BERF
USB 4 pieces x 338/USB 1352.00 -Data Analysis
1 piece x 427/USB 427.00
Brother Printer Ink 1bot. x 390/bot. 390.00 -Initial Findings
(Black)
D. Distribution of research Brother Printer Ink 1bot. x 390/bot. 390.00
questionnaires (Magenta)
Brother Printer Ink 1bot. x 390/bot. 390.00
(Cyan)
Brother Printer Ink 1 bot. x 390/bot. 390.00
(Yellow)
E. Collection of Research Additional Bond Paper 1 ream x 199/ream 199.00 BERF
questionnaires and Clear Folder 10 pieces x 18/piece 180.00
Additional Bond Paper 1 ream x 199/ream 199.00 BERF Work Plan
F. Finalization and submission of the
Bind 6 books x 200/bind 1,200.00 -Certificate of
research
acceptance of the
deliverables
G. Communication Expenses 5500.00
H. Miscellaneous Expenses 5000.00
TOTAL: 22,938.00
 17

Summary:

1stand 2ndTRANCHE: Conduct: P 22, 938.00

Prepared by:

JUDY TN. POSADAS KEZIA KEREN S. FLORES MARNELLIE BAUTISTA-VALDEZ

Researcher Researcher Researcher

VIII. Plan for Dissemination and Advocacy

KEY RESOURCES MEANS

OBJECTIVES INTENDED IMPLEMENTATI ACTIVITY TASKS BUDGET & TIME SUCCESS OUTPUT OF
OUTCOMES ON STRATEGIES HUMAN SOURCE OF PHYSICAL INDICATORS VERIFICATIO
FUND N
Pre-Implementation Phase
a. To establish Data used Utilize survey Conduct a Analyze the The BERF Classroo March 100% Data Attestation of
a pilot study on for the questionnaires pilot study instrument Principal (Note: The m/ 17-29, Samples from the the
JHS teachers’ conduct of on cyberbullying among JHS with the use The amount is Home- 2022 participated participa participants
perceptions and study perceptions and teachers of basic Researche attached in the based in the pilot nts
awareness of among SHS awareness statistical rs The Cost Estimate study
cyberbullying learners tools such as learners Plan)
parents and frequency and
teachers percentage.

Implementation Phase
a. Carry out Data used The set time Conduct the Analyze the The BERF Classroo April 1- 100% Data Attestation of
the for the frame for the study among instrument Principal (Note: m/ 15, Samples from the the
research success of implementation the parents with the use The The Home- 2022 participated in participa participants
on the study of the study and teachers of basic Researche amount based the study nts
SHS among SHS of the SHS statistical rs The are
 18

learners’ learners’ learners tools such as learners attached

parents’ parents and frequency and in the
and teachers percentage. Cost
teachers’ Estimate
perceptio Plan)
ns and
awareness
of
cyberbull
ying

Post-Implementation Phase

a. To Parents and -Identify grade Developmen Coordina Research BERF Computer May 100% grasp Preventati Memo.
conduct teacher levels where t of teacher te, ers s, Laptop, 2022 of the ve actions Attendance
the participatio cyberbullying is and parental manage Research E- cyberbullying by parents sheet memo
seminar- n prevalent preventative and Coordinat classroom prevalence and and pictures
workshop actions facilitate or s and parents teachers
and related to the Departme Computer and teachers’
dissemina different conduct nt Laboratorie perceptions
tion of platforms of the Head s and
results used in Seminar- s School ,& awareness
cyberbullyin Worksho Principal Logistics
g p

Make School
b. To Maximum Identify the Examine and Identified BERF Computer May standing Memo.
possible the Total the
organize participati Expert Teachers identify Experts s, Laptop, 2022 Attendance
association of composition policy to
and on of teachers who Research E- facilitate sheet memo
cyberbullying
create a Identified are experts Coordinator classroom and pictures
panel of and assist
cyberbul experts in Department s learners,
experts
lying each Orientation of Heads Computer parents,
panel of departme their Job School Laboratorie and
experts nt Descriptions Principal s teachers
,&
Logistics
19
 20

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 24

Appendix A
 25

Appendix B
26
 27

Appendix C
28
29