CHAPTER I

INTRODUCTION

Cyberbullying refers as bullying that involves the use of information and communication

technologies to support deliberate, repeated and hostile behavior by an individual or group that

intends to harm others (Belsey, 2004) and is usually defined in literature as an aggressive,

intentional act carried out by a group or individual using electronic forms of contact, repeatedly

and overtime against a victim who cannot easily or defend him or herself (Smith et al., 2008, P.

376). The literature suggests that cyberbullied victims generally manifest psychological

problems such as depression, loneliness, low self-esteem, school phobias and social anxiety

(Grene, 2003; Juvonen et al., 2003; Akcil, 2018). The main attribute of cyberbullying include

aggression, intention repetition and power imbalance. (Dooley, Pyzalki & Cross, 2009;

Kernagham & Elwood, 2013) Cyberbullying is considered worse than traditional bullying due to

the types of injury that may result such as higher depression and stronger negative feelings

(Cassidy, faucher & Jackson, 2013; Govzig & Frumkin, 2013).

Cyberbullying can negatively affect not just the physical and emotional aspect but also

the academic performance of the students. research findings have shown that cyberbullying

causes emotional and psychological damage to defenseless victims (Akbulut and Eristi, 2011)

as well as psychosocial difficulties including behavior problems (Ybarra and Mitchell, 2007),

drinking alcohol (Selkie et al., 2015), smoking, depression, and low commitment to academics

(Ybarra and Mitchell, 2007). As such, young internet users, including students, may be at the

mercy of cyber bullies. The victims, under great emotional stress, are unable to concentrate on

their studies, and thus their academic progress is adversely affected (Juliana, 2010). little

attention is given to this global problem by institutions of higher learning, teachers, parents and

emergency service providers. The depressive effect of cyber bullying prevents students from
excelling in their studies (Lauren, 2011). Students who are repeatedly bullied may experience

physical symptoms like stomach pains, headaches, and trouble sleeping. These side effects

may pair with anxiety about going to school or participating in class which only leads to further

loss of interest and reduced academic performance. Students who are bullied often exhibit low

self-confidence, frequently experiencing depression, suicidal thoughts, and even violent

outbreaks (Barington, 2018). The effects of cyberbullying also include mental health issues,

increased stress and anxiety, depression, acting out violently, and low self-esteem.

Cyberbullying can also result in long-lasting emotional effects, even if the bullying has stopped.

Cyberbullying not just affect emotionally as a student like us cyberbullying also affects our

academic performance it affects academically. Modern technology is continuously evolving, and

in recent times, it has manifested itself in a very serious social problem, namely cyber bullying.

according to Patchin (2019) About 37% of young people between ages of 12 – 17 have

been bullied online. 30% have happen more than once. According to UNICEF (2019) online

violence, cyberbullying, and digital harassment affect over 70% of young people globally. In a

2016 report from the cyberbullying research center indicates that 33.8% of students between 12

– 17 were victims of cyberbullying in their lifetime. Conversely, 11.5% of students indicates that

they had engaged in cyberbullying in their lifetime. More youths experienced cyberbullying on

Instagram than any other platform at 42%, with Facebook following close behind at 37 percent.

Snapchat ranked third at 31 percent. While the survey participants use youtube more than any

other platform, the video focused social media was only responsible for 10 percent of the

reported cyber bullying. Seventy- one percent of the survey participants said that social media

platforms do not do enough to prevent cyberbullying. (The Annual Bullying Survey 2017, Ditch

the label – UK Study).

 Eighty percent of teenagers aged 13 to 16 have been cyberbullied through social media,

according to a 2015 survey by child-care nonprofit Stairway Foundation Inc.The survey, the

results of which they released on Wednesday, was the second study carried out by SFI "to

address a gap in data concerning Child Online Protection (COP) in the Philippines." About 1,268

school children aged 7 to 12 and 1,143 aged 13 to 16 were covered in the survey conducted in

the National Capital Region; Silang, Cavite; Zamboanga Sibugay; Bayawan City, and Bacolod

City, Negros; Cebu City; and Tiu, Batangas. While 80 percent of teenagers are cyberbullied

through social media, 60 percent of their counterparts in the 7 to 12 age brackets suffered the

same abuse. The survey also showed that 30 percent of children aged 7 to 12 and 40 percent of

13 to 16 were aware of peers who endured cyberbullying.

The goal of this research is to understand and know what’s the different effect of

cyberbullying. And also, to raise awareness to the people especially to the parents, students,

and teachers to them to know what’s step they need to do to solve this type of problem. The

results of this research can be use to make recommendation to institution, such as schools to

prevent cyberbullying and its consequences for students.

 CONCEPTUAL FRAMEWORK

Conceptual framework Figure 1.1: Input, Process and Output

The conceptual framework discusses the flow of the study to be taken. The input

includes the leading variables that we need to our study. The second frame includes methods

and procedures to be used to analyze the variables by using the direct method of gathering data

through making survey questionnaire, gathering data and interpretation of data. The output

serves as the expected outcome of the study.

INPUT PROCESS OUTPUT

1. Socio – 1. Survey

demographic Questionnaire Determined the

profile different effects of

Age: 2. Gathering of data cyberbullying in

Sex: academic

Grade Level: 3. Interpretation of performance of the

Section: data students of Grade

12 TVL -

COOKERY
 THEORETICAL FRAMEWORK

This study was based primarily on social Dominance theory, Differential association

theory, Restorative justice theory.

Social Dominance theory this is a theory developed by a group of authors led by Jim

Sidanius and Felicia Pratto this theory describes how processes at different levels of social

organization, from cultural ideologies and institutional discrimination to gender roles and the

psychology of prejudice, work together to produce stable group-based inequality.

Differential association theory a theory developed by Edwin Sutherland proposing that

through interaction with others, individuals learn the values, attitudes, techniques, and motives

for criminal behavior. This theory is the most talked about the learning theories of deviance.

Restorative theory a theory created by Howard Zehr is a theory of justice that

emphasizes repairing the harm caused by criminal behavior. It is best accomplished through

cooperative processes that allow all willing stakeholders to meet, although other approaches are

available when that is impossible.

The relevance of this theory to the study is this 3-theory defined on how the

cyberbullying start and how it works, how cyberbullies start being a cyberbully and how to solve

or repair the damage cause by cyberbullying. These theories serve as our basis to our study

this serves a support to have a good research. first social dominance theory and cyberbullying

have a similarity like these are both involves inequality and second was the differential

association theory where it describes the cyberbullies through the interaction to the other people

they learn being a bully because being bully is equivalent to being a criminal and bullying is a

criminal behavior. and restorative justice theory is the solution because this theory repairing the

harm caused by someone who committed bullying or in other words bully.

 STATEMENT OF THE PROBLEM

The Effects of Cyberbullying to the Academic performance of Grade 12 TVL Students of

Asuncion S. Melgar National High School.

Statement of the Problem:

General Statement: This Study aims to determine the effects of cyberbullying to the

academic performance of the Students. This study was conducted among the TVL strand of

Grade 12 Students in the Senior High School Department of Asuncion S. Melgar National High

School in .

year 2022-2023

Specific:

A. What are the effects of cyberbullying to the students?

B. Why cyberbullying is widely spreading?

C. How to lessen the effects of cyberbullying?

D. What are some prevention and intervention techniques for cyberbullying?

HYPOTHESIS

Cyberbullying does not have effect to the academic performance of the students of

Grade 12 TVL Student of Asuncion S. Melgar National High School

Cyberbullying have an effect to the academic performance of the students of Grade 12

TVL Student of Asuncion S. Melgar National High School

Significance of the Study

This study is beneficial among the following:

Students: This study will encourage the students to change their attitudes towards other

People. It will serve as a medicine to cure the minds of every individual to become open minded

about the consequences of their action.

Teachers: This study may serve as the way to the teachers to determine the students are who

the victims of cyberbullying are so that they can help the students to avoid being a victim of

cyberbullying.

Parents: They will be aware about the kind of behavior their child is possessing. It will Gave

them a hint on how they would help and encourage their child to avoid cyberbullying.

School: School should educate school educates, students, and parents about Cyberbullying

and provide clear procedures to follow when cyberbullying occurs. Should have Systematic

programs to stop cyberbullying. Programs should develop strong policies on Cyberbullying.

Future Researcher: The researcher in the near future will make use of the result of our Present

study. This study will serve as their basis and comparison to their future study.

Scope and Delimitation

Definition of Terms

Academic Performance. It refers to level of performance in written works and exams. This is

also students deal with their studies and how they cope with or accomplish different tasks given

to them by their teachers, within this work measured from the standpoint of academic Grades

(Elson, 2000)

Bullying. Bullying is when people repeatedly and intentionally use words or Actions against

someone or a group of people to cause distress and risk to their wellbeing. These Actions are

usually done by people who have more influence or power over someone else, or who want to

make someone else feel less powerful or helpless. Bullying is not the same as conflict between

people (like having a fight) or disliking someone, even though people might bully each Other

because of conflict or dislike. (Human rights, 2012)

Bully. A person who habitually seeks to harm or intimidate those whom they perceive as

vulnerable.

Cyberbullying. Bullying that takes place over digital devices like Cell phones, computers, and

tablets. Cyberbullying can occur through SMS, Text, and apps, or Online in social media,

forums, or gaming where people can view, participate in, or share content. Cyberbullying

includes sending, posting, or sharing negative, harmful, false, or mean content about someone

else. It can include sharing personal or private information about someone else Causing

embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal

behavior. (stopbullying.gov, 2012).