Research Proposal

Students’ Understanding of and Attitudes Towards
Cyberbullying
Chapter 1
The Problem and Its Setting
Introduction
The Internet and Information and Communication
Technologies (ICT) are becoming a natural part of daily
life for children and adolescents. They have access to a
variety of social media platforms through which they can
connect, create, and collaborate. They can play, watch,
and/or create games, make videos and photos, and shop
online. In other words, it is the new normal of
interaction. The negative side of these growing
opportunities are that they also create more
possibilities for negative experiences such as online
bullying. Online bullying, mostly referred to as
cyberbullying, is described as bullying and harassment of
others by using electronic technologies, primary mobile
phones and internet access (Smith, Steffgen, & Sittichai,
(2013). Cyberbullying means insulting, threatening,
defaming or intentionally harassing other people using
modern means of communication, usually for a long period
of time.
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Cyberbullying
This study is concerned about the Senior High School
Students’ Understanding of and Attitudes Towards Effect
of Cyber Bullying where it happens either on the internet
including Facebook, Emails, Zoom and in group chat or by
phone like doing bothering calls. More often than not,
the guilty party, alluded to as "menace", acts secretly,
with the goal that the casualty doesn't know from whom
the assaults come. Children do not perceive all specific
negative online behaviors as cyberbullying, as measured
by many cyberbullying questionnaires. Völlink, Jacobs,
Goossens, Dehue, and Jacobs (2014) Cyberbullying
prevalence varies greatly depending on how it is defined
and measured. Tokunaga (2010) reported an average
prevalence rate of 20-40% of youth being cyberbullied at
least once in their lifetime. When more limited time
frames (i.e., 2 or 3 times per month in the previous
year) are used, the prevalence of cyberbullying drops to
an average of 3% -10%. (Olweus, 2012; Smith et al., 2008;
Tokunaga, 2010; Williams and & Guerra, 2007; Ybarra,
Mitchell, Wolak, and& Finkelhor, 2006). Cyberbullying
experiences increase from 3% for children aged 9-10 to 8%
for children aged 15-16 (Livingstone, Haddon, Görzig, &
Olafsson, 2011).
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Cyberbullying
Significance of the Study
This study should benefit the following:
Teachers. This study will provide them with more
information about students who are inactive and does not
participate in class. It can assist in comprehending them
and contribute to the improvement of their mental health
as well as their academic performance. It will allow them
to improve the performance of their students devise new
methods of motivating and disciplining their students who
have prior online experience bullying.
Students. Through this study, the students will become
aware on online bullying and will prevent become a
victim.
Future Researcher. This study will serve as their source
of knowledge about Cyber Bullying. They may able to
gather or obtain more information about the understanding
of and Attitudes Towards Cyber Bullying.
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Cyberbullying
Parents. This study will make the parents aware of the
situation of their children. Through this study, the
parents will know what strategies or ways they have to do
if their child has been bullied.
School Administration. This study will serve as their
source of knowledge for academic purposes.
Statement of the Problem
Cyberbullying is a new type of bullying that follows
students from school hallways to the privacy of their
homes. Many cyberbullying victims are bullied from the
time they wake up and check their cell phone or e-mail
until they go to bed to bed and turn off their computer
or phone.
This study aims to determine the understanding of,
and attitudes of Senior High School Students of Bartolome
Sangalang National High School towards effect of cyber-
Bullying.
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Cyberbullying
Specifically, it aims to answer the following questions:
1.What may be the profile of the respondents in terms
of:
1.1 Age
1.2 Strand; and
1.4 School type?
2.What attitudes do the Senior High School Students
express when they deal towards cyber bullying on social
media?
2.1 Positive
2.2 Negative
3. How does the Understanding and attitudes towards
cyberbullying affects the Senior High School in terms of:
3.1. advantages
3.2. inconvenience
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Cyberbullying
Conceptual Framework
Input Process Output
Demographic
Profile of
the
Respondents Senior High
School Students’
• Age Understanding
of, and
• Sex
QQuestionnaire Attitudes
Towards Effect
• Strand of Cyber
Bullying
• School
type
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Cyberbullying
Figure 1: Conceptual Paradigm
This study aims to determine the effects of Cyber
Bullying to understanding and attitudes of Senior High
School Students in Guimba, Nueva Ecija. The Conceptual
Framework discusses the effect of Cyber Bullying in terms
of the attitudes and behavior of the respondents. To
determine the outcomes of effects of online bullying, the
respondents will be asked according to their demographic
profile and will be requested to answer the survey form
through google forms. As a result of this study, it
would be known if the attitudes of Senior High School
Students express when they deal towards cyber bullying on
social media is either positive or negative.
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Cyberbullying
Hypothesis
Null Hypothesis
Senior High School Students of Guimba, Nueva Ecija
do not understand and does not give attitude towards
cyber bullying.
Alternative Hypothesis
Senior High School Students of Guimba, Nueva Ecija
understands and give their attitude towards cyber
bullying.
Scope and Delimitation
This study is limited to Senior High School Students
of Guimba, Nueva Ecija who are in academic track. This
study is focused on the students’ understanding of and
attitudes towards cyber bullying.
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Cyberbullying
Definition of Terms
Cyberbullying – is the use of electronic communication to
bully a person, typically by sending messages of an
intimidating or threatening nature. In this study,
cyberbullying states what are the cause and effect why
people are getting bullied.
Internet - is a vast network that connects computers all
over the world. Through the Internet, people can share
information and communicate from anywhere with an
Internet connection. In this study, internet is the
source of technology to perform online bullying.
Mental Health - includes our emotional, psychological,
and social well-being. It affects how we think, feel, and
act. It also helps determine how we handle stress, relate
to others, and make healthy choices. In this study, the
mental health of victims in cyberbullying is affected.
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Cyberbullying
Attitude - a settled way of thinking or feeling about
someone or something, typically one that is reflected in
a person's behavior. In this study, attitudes of Senior
High School Students towards cyberbullying will be shown
and explained.
Academic Track - defines a set of possible courses
selections available to a specific group of students.
They are analogous to the colored course selection sheets
common in a paper-based course selection process. In this
study, students who are in academic track will be
respondents.
Flaming - online fights using electronic messages with
angry and vulgar language. In this study, it is one of
the example of cyberbullying.
Impersonation - breaking into someone’s account, posing
as that person and sending messages to make the person
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Cyberbullying
look bad, get that person in trouble or danger, or damage
that person's reputation or friendships. In this study,
it is an example of cyberbullying.
Outing and trickery - sharing someone’s secrets or
embarrassing information online. Tricking someone into
revealing secrets or embarrassing information, which
is then shared online.
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Cyberbullying
CHAPTER II
Review of Related Literature and Studies
This chapter states the different literature and
studies that were conducted for the research to gain
familiarity that are relevant and similar to the present
study.
Cyberbullying is currently a pressing global issue.
In many countries, records show that victims of
cyberbullying account for 20%–40% of children and
adolescents. The number had been rising between 2007 and
2016 and has still been continuing to rise. It also
affects many aspects within the life of children and
adolescents, especially how emotional and social factors
may lead to suicidal tendencies. These effects happen to
victims, bullies and bystanders of cyberbullying
(Panumaporn, 2020). People who do not normally engage in
physically aggressive behavior can gain power and control
over others through virtual bullying because it does not
require physical strength. People's lives are made easier
as a result of technology, but this convenience is
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Cyberbullying
accompanied by some negative consequences. Especially
young people who follow technology closely see it as a
part of their lives, and technology has changed their
lives. In recent years, young people's lives have become
increasingly important. Because of this technology, young
people can make friends, maintain social relationships,
and express their emotions in virtual environments.
Cyber Bullying: Examining Curriculum and Policy in
Eastern North Carolina High Schools
Yancey, Michael - ProQuest LLC, Ed.D. (2017) states
that most cyberbullying incidents begin at home, but the
scope of these incident spreads into schools and disrupts
learning opportunities. School districts are unsure how
to respond to this new type of behavior while balancing
legal and ethical responsibilities. This study examined
current research on cyberbullying as well as school-
related policies and curriculum. The majority of research
has shown that cyberbullying cannot be effectively is
addressed in a proactive manner. This study
examined cyberbullying in high schools in eastern North
Carolina and how curriculum and guidelines can be used to
reduce incidents of cyberbullying. The qualitative study
looked at the rising number of cyberbullying incidents as
well as the efficacy of curriculum and guidelines in
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Cyberbullying
educating and monitoring student behavior. The
administrators' results included prevention,
communication, intervention, and discipline. The customer
implications assumed that an updated guide would be a
component of reducing cyberbullying incidents.
School Staff’s Perceptions and Attitudes Towards
Cyberbullying
Mattioni, Loreto – Victoria University of
Welllington (2012) state that cyberbullying has become a
big problem in schools as technology has proliferated,
particularly in industrialized countries where most young
people have easy access to the internet and mobile
phones. Cyberbullying has been linked to low academic
outcomes and can inflict severe emotional injury as well
as disrupt social development. Schools are grappling with
how to confront the epidemic of cyberbullying as they
strive to offer a safe learning environment for children.
Examining the perspectives of school personnel on
cyberbullying is crucial to minimize the harmful
consequences of cyberbullying and to aid school employees
in understanding and addressing this issue of
cyberbullying. Furthermore, school personnel only felt
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Cyberbullying
partially responsible for preventing cyberbullying, which
occurs frequently outside of the school.
Attitudes of College Students to Cyberbullying in
Higher Education
Wajngurt, Clara Ph.D (2018) reveals that physical
and psychological damage are dealt by those who
experience cyberbullying that may also lead to emotional
and mental issues involving such as self-esteem, anxiety,
anger, depression, avoidance sometimes violence and
suicide. Furthermore, physical issues may also emerge
from cyberbullying such as lack of sleep, weight loss,
and or headaches. Senior High School Students are more
likely prone to cyber bullying nowadays for the reason
that they are more into social media platforms in this
time of pandemic to response to the new normal of
learning and to entertain themselves.
An Analysis of the Attitude Towards Cyberbullying and
Cyber Victimization Among University Students in Sri
Lanka
Suriyabandara, Vishaka (2017) explains that with the
advancement of technology, the availability and use of
the internet has increased exponentially in recent years
and continues to grow at an explosive rate. Thus, the
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Cyberbullying
internet has become an integral part of people's lives,
and they frequently use it to communicate with others via
text messages, share videos, photographs, and social
networking sites, among other things. Parallel to these
technological developments, various issues have arisen
regarding the use of the internet by various parties,
such as students in their adolescent years, representing
various universities and colleges. Research in this field
demonstrates that today we face with cyberbullying
behaviors more often which is a new form of violence
emerged with the advancements in technology and internet
related services.
According to Poland (2010), cyberbullies do not have
to be strong or fast; they just need access to a cell
phone or computer and a desire to terrorize. Anyone can
be a cyberbully, and such persons usually have few
worries about having face-to-face confrontation with
their victims. In fact, the anonymity of cyberbullying
may cause students who normally would not bully in the
tradition-sense to become a cyberbully. Because the
perpetrator's intent may not be obvious to the victim,
cyberbullying is a particularly dangerous form of
behavior. The attacker may hide behind anonymous e-mail
addresses or pseudonymous names and harass the victim
without being detected (Phillips, 2010).
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Cyberbullying
Bullies or cyberbullies lack empathy, and their
self-regulatory mechanisms are frequently inadequate:
they cannot easily anticipate the consequences of their
actions, and they unconsciously choose moral
disengagement as a way to silence and disable self-
condemnation, which is an important cognitive strategy.
This saves them from self-punishment and self-esteem loss
(Brewer & Kerslake, 2015).
Dehumanization of the victim, displacement and
spread of
responsibility, and the transfer of blame from oneself to
the victim are some examples of how self-punishment is
avoided. Bullies/cyberbullies frequently hide in some
ways their traumatic past According to Stauffer (2011),
simply looking at an individual's responses to
cyberbullying is insufficient. He believed that the
relationship between perceptions and attitudes that
underpin them needed to be considered. Individual
reactions if adults in a school do not consider
cyberbullying to be a problem, or if interventions are
unlikely to have a positive impact on this issue. As a
result, assessing the attitudes and perceptions of those
most likely to be participating in the day-to-day
problems associated with cyberbullying became critical.
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Cyberbullying
Cyberbullying experiences increase from 3% for children
aged 9-10 to 8% for children aged 15-17
(Livingstone, Haddon Gorzig, & Olafsson, 2011).
Perceptions and responses towards cyberbullying: A
systematic review of teachers in the education system
PJR Macaulay, LR Betts, J Stiller, B Kellezi, (2018)
states that teachers recognized cyberbullying as bullying
through the use of digital technologies after reflecting
on its characteristics. While teachers recognized the
intent criteria, there was no evidence that they were
aware of power imbalance, repetition, or unique aspects
of cyberbullying, such as anonymity and accessibility
(Compton et al., 2014). The definitional issues that
arise when applying these criteria to cyberbullying can
help explain the disparity in teachers' perspectives
(Smith, 2015). While posting a malicious comment in a
public online space may be considered a one-time
occurrence, it is the repeated exposure to the targeted
victim as the distribution escalates as bystanders to the
incident grow (Dooley,
Pyżalski, & Cross, 2009; Kiriakidis & Kavoura, 2010). A
Cyberbullying Media-Based Prevention Intervention for
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Cyberbullying
Adolescents on Instagram: Pilot Randomized Controlled
Trial
ER Kutok, S Dunsiger, JV Patena, NR Nugent, (2021)
states that depressive symptoms, suicidality,
posttraumatic stress symptoms, alcohol and other drug
use, physical peer violence, and dating violence are all
associated with adolescent cybervictimization.
Cybervictimization (via texting, Instagram, Facebook, or
other social media) has been reported by anywhere from
15% to 70% of adolescents, with the percentage increasing
in recent years. In 2018, roughly 60% of adolescents aged
13-17 in the United States reported having engaged in at
least one of six types of abusive web behaviors in the
previous year, which included offensive name-calling,
spreading false rumors, receiving unsolicited explicit
images, or having explicit images of their consent; non-
parental inquiries about where they are, what they are
doing, and who they are with; and physical threats. Youth
from racial and ethnic minorities, as well as those who
identify as LGBTQ+, are more likely to be victims of
cyberbullying. Adolescent mental health can benefit
significantly from research aimed at both reducing
cyberbullying experiences and fostering resilience in
response to cyberbullying. Social media has the potential
to identify and reach out to adolescents who are most
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Cyberbullying
vulnerable to cybervictimization and its consequences.
Social media use, particularly Instagram, is prevalent
among this age group. Using web-based recruitment
strategies to identify at-risk groups are likely to be
easier than using in-person strategies. Social media has
reduced barriers to participation (such as transportation
and stigma) and has the potential to improve
participants' honesty and comfort. Furthermore, web-based
recruitment and intervention studies can comply with
COVID-19 pandemic physical distancing regulations.
Interventions conducted during pandemics or forced
isolations are critical because many youth reports
worsening mental health and increased anxiety, which can
have long-term consequences.
Systematic review of risk and protective factors for
suicidal and self-harm behaviors among children and
adolescents involved with cyberbullying
O Dorol, BL Mishara - Preventive medicine, (2021)
states that cyberbullying has been linked to an increased
risk of suicidal and self-harming behavior. One method
for lowering the risk is to reduce the incidence of
cyberbullying. However, believing that this behavior can
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Cyberbullying
be completely eradicated or even well controlled may be
unrealistic. It is critical to consider which factors
increase and decrease the risk of suicidal and self-harm
behaviors in this context. Unfortunately, due to the
heterogeneity of factors studied, different definitions
of cyberbullying, and the variety of instruments used, it
was not possible to compare studies and use meta-analytic
statistical analyses in our systematic review. The
identified risk and protective factors are mostly
variables associated with suicidal risk in general and
are not specific to cyberbullying. Substance abuse and
mental health issues, as well as stress and loneliness,
are examples of these. Victims of cyberbullying may be
more likely to engage in suicidal behavior if they have
physical disabilities, specific medical conditions,
identify as LGBTQ+, or are experiencing stress or
loneliness.
Cyberbullying Definition and Measurement
Menesini and Nocentini, (2015) shows that
Cyberbullying is reported as a hostile and intentional
act caused by a group or individual using electronic
forms of contact. It is repeatedly done until the victim
becomes undefendable. It derives from the traditional
bullying but with the use of technologies, specifically,
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Cyberbullying
social media platforms. It is stated that cyberbullying
can be spread or copied by other individual that will
meet the criteria of repetition. Although senior high
school students are nurtured with preaching, the
environment and peers will have an effect on the
student’s behavior, making him/her able to understand the
fallacy of the act.
Cyberbullying via social media
E Whittaker, RM Kowalski - Journal of school
violence, (2015) states that understanding the fluid
nature of cyberbullying behavior is at one time a
blessing and a curse to parents and educators. On the one
hand, knowledge is power, and the ever-changing nature of
technology and, thus, cyberbullying behavior encourages
researchers and educators from a variety of disciplines
to work together in designing prevention and intervention
efforts to curb the behavior. On the other hand, these
same prevention and intervention efforts are hampered by
a seeming inability to keep up with the technological
demands imposed by the situation. Programs, such as
Radian6, however, suggest that technology can be used to
help us understand the technology and cyberbullying as it
actually occurs and to observe directly the most common
venues by which it is occurring and the most common
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Cyberbullying
targets for the behavior. For example, the ability to use
programs, such as Radian6, to track cyberbullying has
implications for the development of apps for reporting
instances ofcyberbullying as they occur.
Analyzing the risk factors predicting the cyberbullying
status of secondary school students
A Peker - Egitim Ve Bilim, (2015) states that those
who spend more time on social media follow the posts more
closely, are informed of all types of posts, and are even
informed of previously shared and then deleted posts, and
continue to discuss the deleted posts. Similarly, by
continuing to talk, they can bring cyberbullying into the
school about the posts they see on social networking
sites at school in the following days (Okte,2014). Mesch
(2009) emphasizes the fact that social networks allow
people to hide. The identity of the individual is the
reason why cyberbullying acts are displayed. As a result,
it can be stated that students who spend more time on
social networks have a higher proclivity for violence,
and these students do not hesitate to bully their friends
in virtual environments.
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CONCLUSION
Therefore, the researchers conclude that
cyberbullying has many factors that can affect in
student’s everyday life specially in terms of suicidal
incidents or self-harm behavior. Cyberbullying can affect
anyone, but it is most prominent in today's youth. If
humans can stop this horrible behavior when they are
young, they are less likely to continue down that path.
Unfortunately, this will not be a simple task. This will
necessitate schools, and especially parents, becoming
aware of the issue and taking action to address it.
Eliminating cyberbullying will require a collaborative
effort and will not be accomplished overnight. If the
government accepts that cyberbullying is a problem, laws
can be enacted to help discourage this behavior. Even so,
if parents and schools eliminate and stop this behavior
now, laws will not be necessary.
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CHAPTER III
METHODOLOGY
In this chapter, the researchers discuss the methods
and procedure that was applied in this research. It was
organized under the following sub-headings. Research
Design, Research Respondents, Sampling Procedure,
Research instruments, Method of Data Collection and
Method of Data Analysis.
Research Design
The Researchers used quantitative design and
prepared a google form questionnaire using the Likert
Scale to gather and collect necessary data for the study.
This design helps the researchers to know the Senior High
School Students’ Understanding of and Attitudes Towards
Cyber Bullying. Therefore, the various question that the
researchers used in for the survey are appropriate and
related to the study.
Research Respondents
The Respondents of this study are the fifty-four
(54) Senior High School Students S.Y 2021-2022 in Guimba,
Nueva Ecija.
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Cyberbullying
Sampling Procedure
This study was done online and only at Guimba, Nueva
Ecija, among the Senior High School students of school
year 2021-2022 who has social media platforms. Using the
quota sampling procedure, the researchers were able to
pick out the Fifty-four (54) Senior High School students
of Guimba, Nueva Ecija who has understanding of and
attitude towards cyberbullying.
Research Instruments
The researchers conceptualize an online survey
questionnaire in google forms sent as links on social
media platforms as an instrument to gather data from
Senior High School students. The online survey was
composed of twenty (20) questions that are based on the
statement of the problem. The survey forms were divided
into Two (2) sections. The first section was the
collection of the demographical information of the Senior
High School students of Guimba, Nueva Ecija. The second
section consists statements that is related to the
positive and negative effect on attitudes and behavior of
the students towards cyberbullying and the advantages and
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Cyberbullying
inconvenience of understanding and understanding ang
attitudes towards cyberbullying affects the Senior High
School students.
Using the Likert scale, the Senior High School students
respond with the following options: Strongly Agree (4),
Agree (3), Strongly Disagree (2), Disagree (1)
Method of Data Collection
Because of the safety protocols that have
implemented in Guimba, Nueva Ecija, the researchers
decided to use online surveys by the use of google forms.
The researchers asked the consent of the Senior High
School students in Guimba, Nueva to give their response
to the online survey. The link for the survey is
provided by the researchers to the respondents online in
any social media platforms available for the respondents.
Google forms counted a total of fifty (50) respondents
who answered the online survey.
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Method of Data Analysis
The survey has done through google forms/online
survey in gathering data and information of respondents;
therefore, the frequency and percentage are given at the
summary of responses. Frequency counts and percentages
were used in analyzing demographic information variables
and research questions.
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Chapter IV
Presentation, Analysis and Interpretation of Data
In reporting the results, the researchers stay close
to the statistical findings without illustrating broader
implications from them. This section includes summaries
of the data rather than the raw data. The result section
includes table, figures and detailed explanations about
the statistical findings.
Part I Respondent’s Demographic Profile
This part of the paper provides the demographic
profile of the respondents.
Table 1.1 Age of the Respondents
Age Frequency Percentage
16 - 17 28 51.9%
18 - 19 26 48.1 %
20 above n/a n/a
Total 54 100%
The table shows the age of the respondents. 28 out
of 54 respondents which is 51.9% of the total population
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Cyberbullying
are 16 to 17 years old while 26 out of 54 respondents
which is 48.1% of the total population are 18 to 19 years
old. It means that the majority of the respondents are 16
to 17 years old.
Table 1.2 Strand of the Respondents
Strand Frequency Percentage
ABM 10 18.5%
HUMSS 26 48.2%
STEM 15 27.8%
GAS 3 5.6 %
TOTAL 54 100 %
The table shows the strand of the respondents. 10
out of 54 respondents which is 18.5% of the total
population are in ABM while 26 out of 54 respondents
which is 48.2% of the total population are in HUMSS while
15 out of 54 respondents which is 27.8% of the total
respondents are in STEM and 3 out of 54 respondents which
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is 5.6% of the total population are in GAS. It means that
majority of the respondents are in Humanities and Social
Sciences.
Table 1.3 School Type of the Respondents
School Type Frequency Percentage
Public 35 64.8 %
Private 19 35.2 %
Total 54 100 %
This table shows the school type of the respondents.
35 out of 54 respondents which is 64.8 % of the
population is from public school while 19 out of 54
respondents which is 35.2% of the total population is
from private school. It means the majority of the
respondents are from public school.
Part II. Attitudes Shown by Senior High School Students
When They Encounter Cyber Bullying on Social Media
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Cyberbullying
This section of the paper presents the various
attitudes of respondents when they encounter
cyberbullying on any social media platform.
Table 2.1 Positive Attitude of Senior High Students
No. Positive Attitude of
Senior High School Weighted Interpretation
Students Mean
I give advice to my
1 friends and 3.31 Agree
classmates who bully.
I keep my private
2 information on social 3.31 Agree
media platforms.
I become fully aware
3 of my surroundings. 3.37 Agree
I choose my friends
4 in social media 3.55 Strongly Agree
wisely.
I avoid conversing
5 with strangers on my
social media 3.20 Agree
platforms.
3.35 Agree
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Cyberbullying
Table 2.1 presents the positive effects on the
attitudes of senior high school students. Overall, the
respondents agree that it has positive effects in terms
of attitudes shown by senior high school students when
they encounter cyber bullying on social media with an
obtained overall weighted mean of 3.35.
Among the positive effects, respondents agree on
statement number 4 that says respondents choose their
friends in the internet wisely that has the highest
weighted mean of 3.55 while respondents in statement
number 5 that says respondents avoid conversing with
strangers on all of their media platforms has the
weighted mean of 3.20. This finding is similar to
research entitled “Predicting adolescent perpetration in
cyberbullying: An application of the theory of planned
behavior” by Wannes Heirman and Michel Walrave (2012),
explains that in schools dealing with the fallout from
cyberbullying incidents,
1. The primary goal of intervention strategies should
be to detect pupils with neutral and positive
attitudes toward cyberbullying, as well as to
promote perspective-taking skills and activities
that will assist them in understanding the impact of
their actions on victimized students (Mason, 2008).
Although subjective norm less important than
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Cyberbullying
attitude in predicting adolescent cyberbullying
perpetration, ignoring these significant predictors
in designing prevention and intervention strategies
would be a mistake. In terms of subjective norm,
these findings support the idea that adolescents
care about the opinions of significant others, with
adolescents who perceive negative social pressure
towards cyberbullying having a lower intention to
engage in it.
Table 2.2 Negative Attitudes of Senior High School
Students
Negative Attitudes of
No. Senior High School Weighted Interpretation
Students Mean
I experience fear to
1 socialize online. 3.0 Agree
I lose interest in
2 activities that I 2.70 Agree
enjoy previously.
3 I hardly concentrate
in school works. 3.02 Agree
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Cyberbullying
I experience trouble
4 in sleeping because of
the ideas of being 2.57 Agree
bullied.
I feel skipping or
5 avoiding school 2.56 Agree
related activities.
2.57 Agree
Table 2.2 presents the positive effects on the
attitudes of senior high school students. Overall, the
respondents agree that it has negative effects in terms
of attitudes shown by senior high school students when
they encounter cyber bullying on social media with an
obtained overall weighted mean of 3.02.
Among the negative effects, statement number 3 says
the respondents hardly concentrate in school works
because of the idea of getting bullied has the highest
weighted mean of 3.02 while respondents in statement
number 5 that says they feel skipping or avoiding school
related activities has the lowest weighted mean. This
finding is related to a research study entitled “Cyber
bullying Across the Globe: Gender, Family, and Mental
Health” by Raul Navarro and Eliza Larranaga (2015),
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Cyberbullying
explains that the university students are not immune to
the negative effects of cyberbullying. The university
administrators should take actions to combat
cyberbullying. Victims of cyberbullying experience their
grades will inevitably suffer and academic performance
continuously affecting by their everyday routine as a
result of emotional and psychological stress.
Institutions, educators, students and parents must
recognize that cyberspace is a dangerous place and take
effective measures to protect victims.
Part III. How Senior High School Students Deal with Cyber
Bullying
This part if paper presents the different ways of
how the respondents deal with cyber bullying situations
such as advantages and inconveniences.
Table 3.1 Advantages of Understanding How to Deal with
Cyber Bullying.
Advantages of
No. Understanding How to Weighted Interpretation
Deal with Cyber Bullying Mean
I can report and
identify the emergence
36
Cyberbullying
1 of bullying 3.35 Agree
I can make social media
2 groups and campaigns to 2.44 Strongly
oppose cyber bullying. Disagree
I can give mental and
3 emotional support to the 3.30 Agree
bullied victims.
I am able to spread
4 awareness about 3.26 Agree
cyberbullies.
I prevent myself from
5 becoming a cyberbully 3.24 Agree
3.38 Agree
Table 3.1 presents the advantages of senior high
school students in understanding how to deal with cyber
bullying. Overall, the respondents agree that it has
advantages in terms of understanding how to deal with
cyber bullying on social media with an obtained overall
weighted mean of 3.38.
Among the advantages, statement number 1 says the
respondents can report and identify the emergence of
bullying has the highest weighted mean of 3.35 while
37
Cyberbullying
respondents in statement number 2 strongly disagree in
the statement that says they can make social media groups
and campaigns to oppose cyber bullying has the lowest
weighted mean of 2.44. This finding is similar to the
recent study by Anzeel, (2012) which showed that
cyberbullying has an advantage, and it is to help the
victims to easily trace nor identify the cyberbullies and
save evidences to support the statement of the victim
about the incident. In addition, this will also help the
school ground to raise awareness, assist their bullied
students, and give the corresponding punishment to the
cyberbullies.
Cyberbullying victims can share their experience as
an advantage to prevent cyberbullying incident, mostly to
the students which is more vulnerable as a target for the
reason that they spend most of their time streaming and
searching on the internet.
Table 3.2 Inconvenience Brought by Understanding How to
Deal with Cyber Bullying
Inconvenience Brought
No. by Understanding How to Weighted Interpretation
Deal with Cyber Mean
Bullying.
I take part in
cyberbullying incidents
38
Cyberbullying
1 as I see others enjoy Strongly
it. 2.1 Disagree
I tolerate the
2 misconduct of cyber 1.96 Strongly
bullies. Disagree
I take a part of Strongly
3 trolling groups. 1.98 Disagree
I do not mind if my
4 social media post would 1.91 Strongly
be offensive to others. Disagree
With what I observed
5 and understand about
cyberbullying, I lose 2.72 Agree
several of my friends
online because of fear
of being bullied or
becoming a bully.
Strongly
2.13 Disagree
Table 2.4 presents the inconveniences of senior high
school students in understanding how to deal with cyber
bullying. Overall, the respondents strongly disagree that
it has inconveniences in terms of understanding how to
39
Cyberbullying
deal with cyber bullying on social media with an obtained
overall weighted mean of 2.13.
Among the inconvenience brought by understanding how
to deal with cyber bullying, respondents agree on the
statement number 5 that says respondents lose several
friends in online because of fear of being bullied or
becoming a bully has the highest weighted mean of 2.72
while respondents are strongly disagree in statement
number 4 that says respondents do not mind if their
social media post would be offensive to others has the
lowest weighted mean of 1.91. This finding is similar to
a research study entitled "Pros and Cons of Cyber
Bullying" which is an article paper in Health Research
Funding.org, (n.d), it stated that cyberbullying will
affect and worsen the social life of the victim because
of the humility which can affect the victim's mental
health and increase the probability of having mental
illnesses such as psychotic disorders, bipolar disorder,
anxiety and depression.
For a student, it is alarming to be involved or
implicated in a cyberbullying in view of the fact that it
will influence the student's academic performance,
mental, emotional, physical health, social life, and
development, restricting them to seek from help to their
peers or school.
40
Cyberbullying
CHAPTER V
Summary of Findings, Conclusions, and Recommendations.
41
Cyberbullying
Summary
This research investigated and revolves around the
senior high school student’ understanding of and attitude
toward cyberbullying. Semi-qualitative design was used
by the researchers in this study. Quota and Cluster
sampling method was used for the selection. Whether in
public or private, a population of 54 Senior High School
Academic Track strand students in Barangay Cavite was
picked out to gather information for this study. Using
the Likert Scale, the researchers made an online survey
in google forms and distributed the link to the 54
selected respondents. The collected data of the
respondents were analyzed with the use of descriptive
statistics of frequency count, percentage and weighted
mean.
Conclusion
42
Cyberbullying
Based on the findings derived from this study, the
following conclusions were drawn:
1. The researchers conclude that the Senior High School
public students of Guimba, Nueva Ecija who’s in the
age range of 16-17 years old and belongs to
Humanities and Social Science (HUMSS) academic track
strand has knowledge and related on understanding of
and attitude towards cyberbullying.
2. Choosing friend or mutuals carefully in social media
platforms is the most liable positive attitude used
by the Senior High School students to avert
cyberbullying.
3. Hardly concentrating on school works is the most
negative attitude shown by the Senior High Students
when it comes to the effect of cyberbullying.
4. Senior High School students find reporting and
identifying the emergence of bullying as an
advantage in understanding of cyberbullying.
5. Senior High School students concur that Losing
several of friends online because of fear of being
bullied or becoming a bully is the most inconvenient
on having concern about cyberbullying.
Recommendations
43
Cyberbullying
1. The researchers recommend to the victims and
perpetrator of cyberbullying to seek for assistance
or undergo on counseling to fix their well-being.
2. The researchers recommend to the students to take a
time out of the screen to prevent cyber addiction
and cyberbullying.
3. The researchers recommend to the students who’s
experiencing cyberbullying to report it to the
authority, school ground, or adults to help your
situation.
4. The researchers recommend to the cyberbullies to
take a moment to think of your misconduct and the
effect of it.
5. The researchers recommend to every individual to
focus more on your social life and feel free to cut
the ties to those who make you feel the toxicity
whether on the internet or real life.
References
Anzeel (2012), CYBERBULLYING: Advantage and
disadvantages. Retrieved from
44
Cyberbullying
http://devilisblogging.blogspot.com/2012/12/advantages-
and-disadavantages-of-cyber.html
E Whittaker, RM Kowalski (2015), Cyber Bullying via
social media. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/15388220.2014
.949377
ER Kutok, S Dunsiger, JV Patena, NR Nugent, (2021) A
Cyberbullying Media-Based Prevention Intervention for
Adolescents on Instagram: Pilot Randomized Controlled
Trial. Retrieved from
https://mental.jmir.org/2021/9/e26029
Gimeno, Jacques (2019), Online bullying remains prevalent
in the Philippines, other countries. Retrieved from
https://www.unicef.org/philippines/press-releases/online-
bullying-remains-prevalent-philippines-other-countries
Mattioni, Loreto (2012), School Staff’s Perceptions and
Attitudes Towards Cyberbullying. Retrieved from
http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/1
0063/2611/thesis.pdf?sequence=2
PJR Macaulay, LR Betts, J Stiller, B Kellezi, (2018),
Perceptions and responses towards cyberbullying: A
systematic review of teachers in the education system.
Retrieved from
45
Cyberbullying
https://www.sciencedirect.com/science/article/pii/S135917
8918300491
Pros and cons of cyber bullying. Retrieved from
https://healthresearchfunding.org/pros-cons-cyber-
bullying/
Suriyabandara, Vishaka (2017), An Analysis of the
Attitude Towards Cyberbullying and Cyber Victimization
Among University Students in Sri Lanka. Retrieved from
https://www.sciedupress.com/journal/index.php/wjss/articl
e/view/11314
Wajngurt, Clara Ph.D (2018), Attitudes of College
Students to Cyberbullying in Higher Education. Retrieved
from http://sites.tamuc.edu/bullyingjournal/attitudes-
college-students-cyberbullying-higher-education/
Yancey, Michael (2017), Cyber Bullying: Examining
Curriculum and Policy in Eastern North Carolina High
Schools. Retrieved from https://eric.ed.gov/?id=ED577649
46

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Students’ Understanding of and Attitudes Towards

The Problem and Its Setting

The Internet and Information and Communication

Technologies (ICT) are becoming a natural part of daily

life for children and adolescents. They have access to a

variety of social media platforms through which they can

connect, create, and collaborate. They can play, watch,

and/or create games, make videos and photos, and shop

online. In other words, it is the new normal of

interaction. The negative side of these growing

opportunities are that they also create more

possibilities for negative experiences such as online

bullying. Online bullying, mostly referred to as

cyberbullying, is described as bullying and harassment of

others by using electronic technologies, primary mobile

phones and internet access (Smith, Steffgen, & Sittichai,

(2013). Cyberbullying means insulting, threatening,

defaming or intentionally harassing other people using

modern means of communication, usually for a long period

This study is concerned about the Senior High School

Students’ Understanding of and Attitudes Towards Effect

of Cyber Bullying where it happens either on the internet

including Facebook, Emails, Zoom and in group chat or by

phone like doing bothering calls. More often than not,

the guilty party, alluded to as "menace", acts secretly,

the assaults come. Children do not perceive all specific

negative online behaviors as cyberbullying, as measured

by many cyberbullying questionnaires. Völlink, Jacobs,

Goossens, Dehue, and Jacobs (2014) Cyberbullying

prevalence varies greatly depending on how it is defined

and measured. Tokunaga (2010) reported an average

prevalence rate of 20-40% of youth being cyberbullied at

least once in their lifetime. When more limited time

frames (i.e., 2 or 3 times per month in the previous

year) are used, the prevalence of cyberbullying drops to

an average of 3% -10%. (Olweus, 2012; Smith et al., 2008;

Tokunaga, 2010; Williams and & Guerra, 2007; Ybarra,

Mitchell, Wolak, and& Finkelhor, 2006). Cyberbullying

experiences increase from 3% for children aged 9-10 to 8%

for children aged 15-16 (Livingstone, Haddon, Görzig, &

Significance of the Study

This study should benefit the following:

Teachers. This study will provide them with more

information about students who are inactive and does not

participate in class. It can assist in comprehending them

and contribute to the improvement of their mental health

as well as their academic performance. It will allow them

to improve the performance of their students devise new

methods of motivating and disciplining their students who

have prior online experience bullying.

Students. Through this study, the students will become

aware on online bullying and will prevent become a

Future Researcher. This study will serve as their source

of knowledge about Cyber Bullying. They may able to

gather or obtain more information about the understanding

of and Attitudes Towards Cyber Bullying.

Parents. This study will make the parents aware of the

situation of their children. Through this study, the

parents will know what strategies or ways they have to do

if their child has been bullied.

School Administration. This study will serve as their

source of knowledge for academic purposes.

Statement of the Problem