The Effects of Cyberbullying on the Behavioral Aspects of

the Selected Grade 9 and Grade 10 Students of the

Metropolitan Bible Baptist Learning Center Inc. School Year

2022-2023

A Thesis Presented to

The Faculty of Metropolitan Bible Baptist Learning Center

Inc, San Fermin, Cauayan City, Isabela

In Partial Fulfillment of the Requirements

for the Junior High School

By:

Lawrhenz Dave L. Raza

Jessica C. Javar

Ace Franzesca B. Balauag

CHAPTER I

1
 Introduction

Background of the study

Cyberbullying is the deliberate, repeated, and hostile

behavior by an individual or group that is intended to hurt

others. It involves the use of information and communication

technologies, such as email, cell phones, pager texts,

instant messaging, defamatory personal websites, and

defamatory personal polling websites. More adolescents and

teens have access to media than ever before. The large

increase in Internet use among 12 to 17-year-old youth

throughout the last decade, coupled with the lack of adult

online supervision, has created an opportunity for

cyberspace to be a prime medium for bullying. Although

different forms of technology can be used by students to

help complete class projects, improve skills in difficult

subjects, and gain exposure to new ideas and educational

opportunities, many technological mediums are being misused

and abused by youth to make others uncomfortable, which can

change their behavioral aspects.

During the last decades, interpersonal communication

and interaction have changed dramatically. E-mails, SMS/MMS,

WhatsApp, Facebook, Messenger, Twitter, Skype, and Instagram

are just some examples of electronic forms of communication

that have become the order of the day.

2
 Many of the changes that came with electronic media are

positive, such as easier access to and exchange of

information and knowledge. But there are also downsides. In

recent years, reports have piled up about electronic media

being used as a tool for bullying. Most people by now are

familiar with what cyberbullying is, but if you find

yourself asking the question "What is cyberbullying

exactly?". It is a legal term used to describe any form of

harassment or intimidation done over the internet. The

harassment and/or intimidation must be intentional, ongoing,

and done in a hostile manner to qualify as cyberbullying.

Cyberbullying is a huge problem and is becoming a growing

epidemic among children. With the increase in social media

and internet use among people of all ages rising each year,

cyberbullying cases continue to skyrocket as well. We all

know that cyberbullying is widespread in our country, and

many have become victims, so we need to study this.

Cyberbullying or cyber-harassment is an internet type

of bullying or abuse. More and more people are experiencing

it, particularly youngsters. Posting rumors, threats, sexual

remarks, a victim's private information, or derogatory

labels (i.e., hate speech) can all be considered harmful

bullying conduct. Repeated action and an intention to cause

harm are indicators of bullying or harassment. Victims may

3
experience a range of emotions, including fear, frustration,

anger, and depression. They may also have decreased self-

esteem and more suicide thoughts. Bullying online has the

potential to be more destructive. This study will focus on

the effects of cyberbullying towards the behavioral aspects

of the selected students of Metropolitan Bible Baptist

Learning Center Inc. This study will determine the possible

actions of the students.

CONCEPTUAL FRAMEWORK

OUTPUT
4
 INPUT PROCESS

The
profile Determined the
of the effects of
Gathering and
selected cyberbullying
Grade analysis
9 of on the
data through behavioral
and 10
the use of aspects of the
students selected
•Name questionnaires.
Grade 9 and
•Age 10 students.
•Gender
•Grade
•level

Figure 1: The research paradigm of the study congregates the

input, process, and output.

STATEMENT OF THE PROBLEM 

This study aims to seek the effect of cyberbullying on

the behavioral aspects of the selected grade 9 and grade 10

students in the school. It aimed to respond to the following

questions in particular:

5
1. What are the characteristics of the chosen MBBLCI

students in grades 9 and 10?

A. Name

B. Gender

C. Age 

D. Grade Level 

2. How do students experience being a victim of

cyberbullying and its effects on the behavioral aspects of a

person?

3. On social media sites like Facebook, Instagram, Twitter,

etc., have students attempted to bully someone? If yes, how

did it affect the victim?

4. What are the possible reasons why there is cyberbullying?

HYPOTHESIS

1. There is a significant relationship between cyberbullying

and the selected grade 9 and 10 students’ behavioral

aspects.

2. There is no significant relationship between

cyberbullying and the selected grade 9 and 10 students’

behavioral aspects.

SIGNIFICANCE OF THE STUDY 

The result of this study has a great value and it benefits

the following: 

6
Students. This will help them learn the effects of

cyberbullying on their behavioral aspects.

Teachers. Teachers will know what is happening and shall

help their students. 

Parents. This study will serve as a guide for them to

understand what their children are experiencing. So that

they will be aware and be of help to their children in order

to cope with its effects on the behavioral aspects of their

children.

Future Researchers. This research will be a source of

information and a reference for those conducting the same

study as well as those who are constantly looking for data

related to their area of specialization.

SCOPE AND DELIMITATION OF THE STUDY

The purpose of this study is to ascertain how

cyberbullying affects students' behavioral aspects. It will

be conducted on the selected grade 9 and 10 students of

Metropolitan Bible Baptist Learning Center Inc. who are

personally chosen as respondents regardless of their age,

gender, and level. It also aims to know how to solve this

kind of problem in the society.

DEFINITION OF TERMS

To understand the words used in this research, the

meaning can be found in this study: 

7
Cyberbullying: The electronic posting of mean-spirited

messages about a person (such as students) often done

anonymously.

- Selected MBBLCI students that is being involved in an

online bullying.

Psychological: Affecting, or arising in the mind; related to

the mental and emotional state of a person.

- It is the mental and emotional state of the selected

MBBLCI students.

Anxiety: A feeling of worry of or nervousness, or unease,

typically about imminent event or something with an

uncertain outcome.

- It is a feeling of worry and nervousness about an

uncertain outcome of the selected MBBLCI students.

Low Self-esteem: It is the lack of confidence in their

abilities

- MBBLCI students’ lack of confidence in their

abilities.

Defamatory: It is the damaging someone’s good reputation.

- It is damaging someone's good reputation in the

selected MBBLCI students.

Deliberate: It is done consciously and intentionally

- It is the actions of the selected MBBLCI students

done consciously and intentionally. 

8
Behavior: The way in which one acts or conducts oneself,

especially towards others.

- It is the way in which the selected MBBLCI students

acts or conducts their self, especially toward others.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant related literature

and studies relevant to the study presented.

Foreign Literature

According to C. MacDonald and B. Roberts-Pittman

(2010), when asked how frequently they have encountered

various forms of bullying while in college, 439 college

students responded. Findings showed that 21.9% of college

students had experienced cyberbullying, 38.6% knew someone

who had, and 8.6% had to cyberbully someone else. It was

clear that some types of electronic media were more

frequently employed than others to abuse people online. All

of the traditional bullying behaviors and cyberbullying

actions had a substantial positive correlation. None of the

9
cyberbullying behaviors significantly differed by gender or

ethnicity.

According to an article in the NASP Communique (2007),

a survey by the Fight Crime: Invest in Youth organization,

Among American children between the ages of 6 and 17, more

than 13 million experience cyberbullying. Also, the survey

revealed that one-sixth of elementary school-aged kids and

one-third of teenagers had both experienced cyberbullying.

Beyond simple name-calling, cyberbullying can take the form

of impersonation and online threats.

According to Hoff, D.L. and Mitchell, S.N.(2009) stated

that the goal of this study is to offer research on the

psychological effects of cyberbullying on students, its

prevalence and causes, and students' and administrators'

reactions to it. The objective is to provide school

administrators with a better understanding of this

phenomenon and offer suggestions for how to approach this

difficult problem. The information is gathered from 351

students utilizing a survey that includes open-ended,

limited-choice, and scaled-response questions. The

combination of qualitative and quantitative data collection

methods allows for the expansion and justification of

student experiences through the use of rich qualitative

data. The study finds that interpersonal issues, such as

10
breakups, envy, intolerance, and grouping together, are the

most frequent causes of cyberbullying. Victims also face

extremely bad consequences, particularly in terms of their

social well-being from schools and students is generally

inappropriate, absent, or ineffective.

According to, Pozzoli, T., & Gini, G. (2020) Globally,

there has been an increase in the amount of research on

cyberbullying, much of it concentrating on the traits of

those who engage in it and those who are bullied.

Cyberattacks have received more attention in recent years.

This study shows the validation of a newly created self-

report scale in the Italian language. The scale assesses

many types of involvement in cyberbullying, including

cyberbullying, cybervictimization, cyberdefense, and passive

bystander behavior. In this study, we used data from 561

young adolescents (289 females; mean age = 12 years, 1

month; SD = 9 months) enrolled in middle schools in Italy.

In order to create a 16-item scale that evaluates young

teenagers' conduct in conventional bullying, the content of

an existing scale was paralleled. The four-dimensional

structure of the scale was validated by confirmatory factor

analysis, and the internal consistency of the four

subscales' scores was satisfactory. Full scalar invariance

of the scale across gender groups was shown by multi-group

11
analysis. Last but not least, every activity in the

electronic environment had a positive correlation with its

corresponding behavior in the classroom context, indicating

some consistency across contexts. The scale, as it is

determined, may be a first, promising attempt to measure

different youths’ behaviors during cyberbullying

occurrences.

Local Literature

According to Asio, J. M. R., Dojello, S. D., Etrata-

Filio, R., Santos, J. L. M., Capiral, C. I. S., Monzales, R.

P., & Ambrosio, A. J. M. (2022). When the "new normal"

emerged during the pandemic age, teaching and learning

methods changed to the internet. The way that students

behaved and felt while learning online changed as well. This

study intends to evaluate the characteristics of the

students and the frequency of cyberbullying in Central

Luzon, Philippines, higher education institutions. Data were

gathered for the study using a descriptive-correlational

method and an online survey. 300 college students took part

in the online survey during the first semester of 2021–2022,

using a convenience sampling method. The researchers

employed a standardized instrument to achieve the study's

12
goal. The data analyst used SPSS 23 to analyze the collected

data using non-parametric tests including Kruskal-Wallis,

Mann-Whitney U, and Spearman rho. As well as frequency,

weighted mean, and other statistical tools. The

investigation concluded that neither the victims nor

perpetrators of cyberbullying were the student-respondents.

Also, statistical conclusions revealed a difference in the

age of cyberbullying offenders and sponsorship/scholarship

characteristics of the students, as well as a weak indirect

association between these two variables. The study's

findings were used by the scientists to suggest appropriate

implications for the institution's and students' new norms

of learning.

According to , Villaflor, W. A., Tambiah, M., & Godoy,

E. (2019). Cyberbullies target their victims using a variety

of devices, including computers, phones, tablets, chat

rooms, online games, and social media platforms.

Cyberbullying has significantly more negative repercussions

than we had anticipated. A recent study by icon-Kids & Youth

and Kaspersky Lab , parents were forewarned about the

damaging effects that cyberbullying has on children's

psychological, emotional, and physical health.

According to , Vargas, E., Niguidula, J. D., Hernandez,

A. A., Marquez, P. S., & Caballero, J. M. (2018) Twitter is

13
frequently used to investigate public opinion on a range of

subjects. It is becoming more and more well-liked as a

reliable information source for applications that emphasize

visualization. This paper seeks to comprehend senior high

school students' views on cyberbullying in a Philippine

institution. The thoughts of the participants in this study

are displayed using a tweet visualization tool. According to

the study's findings, the majority of students have positive

feelings about cyberbullying, and university administrators

are actively promoting informational campaigns to this end

among seniors in high schools. As a result, both educators

and students continue to have serious concerns about

cyberbullying among senior high school students.

Foreign Studies

According to, Kiriukhina D.V. (2019) Studies on

aggressive Internet behavior among modern adolescents,

including cyberbullying, have been more prevalent in recent

years. Yet, there aren't many studies that summarize the

numerous facets of this phenomena and its particular

manifestations in different social networks. The article's

objective is to review international research on online

aggressiveness among young social network users. Research

that detail the specifics of Internet bullying in well-known

social networks and its detrimental psychological effects

14
are taken into consideration. Statistics are provided on the

frequency of cyberbullying among teenagers in various

nations. The primary causes of cyber-aggression are

examined, along with risk factors that encourage young

people to engage in cyberbullying and ones that mitigate its

effects on young users' psychological well-being. It will be

easier to create successful anti-bullying programs and to

raise the degree of security for young people's online

activities if we have a better grasp of the specifics of

aggressive conduct among adolescents on various virtual

platforms.

According to, Cocal, C. J. (2019). The study's 439

college participants were asked how frequently they had come

across different types of bullying since beginning their

studies. Findings showed that 21.9% of college students had

experienced cyberbullying, 8.6% had cyberbullied someone

else, and 38% knew someone who had. It was clear that some

types of electronic media were more frequently employed than

others to abuse people online. All of the traditional

bullying behaviors and cyberbullying actions had a

substantial positive correlation. None of the cyberbullying

behaviors significantly differed by gender or ethnicity.

According to a study conducted in 2008 by Hinduja &

Patchin (2010), in their lifetime, ladies are just as likely

15
as males to engage in cyberbullying, if not more so.

Nonetheless, male and female students reacted equally when

questioned about their most recent experiences with

cyberbullying. Females reported higher involvement rates in

cyberbullying when questioned about lifetime participation,

which suggests that women engage in these behaviors for a

longer period of time. Ladies are more likely than males to

take images of victims without their knowledge and post them

online. Males typically send emails to annoy or make fun of

others, but 12 females are more likely to post items online

to do so. According to this study, females are more likely

to make sure that their victims are humiliated in front of a

bigger audience since they utilize social networking sites

more frequently than males do, despite the fact that

traditionally males prefer to bully in more overt and

obvious ways. The outcomes are essentially the same when it

comes to becoming the victim of cyberbullying. When asked

about the past 30 days, the difference between males and

females who have experienced the impacts of cyberbullying

vanishes. According to the data, women have a 6% higher

lifetime risk of experiencing cyberbullying than men. Also,

the prevalence of cyberbullying at schools and the execution

of threats made online is higher among female students.

16
 According to, Pakingan, K. A. (2015) A phenomena that

emerged with the development of telecommunications and the

internet is cyberbullying. It has previously been the focus

of numerous studies in various nations. On the other hand,

there aren't many research in the Philippines that are

related to cyberbullying. As a result, by explaining how

Filipino teenagers experience cyberbullying, their answers,

and their coping mechanisms, this study seeks to add to the

body of knowledge on the problem of cyberbullying in the

Philippines. Nine teenage participants who have experienced

cyberbullying were asked about their stories during

interviews. Themes on the elements of their experiences,

their responses, and their coping mechanisms were gathered

and presented in this study using thematic analysis to

examine the data. The victims used the internet for a

sizable amount of time, virtually every day, according to

the analysis of the data acquired. The most prevalent forms

of cyberbullying included impersonation and the use of harsh

words and images. It was clear from the responses that the

respondents were experiencing unpleasant feelings, social

withdrawal, and detrimental consequences on their academic

performance. Filipino teenagers who had been the targets of

cyberbullying sought support from others, used technical

safeguards, or avoided their abusers.

17
Local Studies

According to, Shannen, T., Kim, S. J., & Lee, J.

(2021), Understanding cyberbullying, cybervictimization, and

empathy in adolescent Filipinos was the main objective of

this study. 168 junior high school students in grades 7

through 10 from a public high school in Cavite Province, the

Philippines, took part in the study. The Basic Empathy

Scale, the Revised Cyber-Bullying Inventory-II, and other

statistics were gathered. Using descriptive statistics

(frequency and mean), the independent t-test, bivariate

correlation, and one-way analysis of variance, the data were

examined in SPSS. Despite the fact that there was no

statistically significant relationship between empathy and

cyberbullying (r=.07, p=.359), there was a correlation

between the level of empathy and cybervictimization (r=.18,

p=.025). Moreover, there was a statistically significant

correlation between cyberbullying and cybervictimization

(r=.60, p.001). Higher levels of empathy were discovered

among cyberbullying victims, yet empathy does not always

affect cyberbullying. But, this study's worrying finding is

that victims might turn into cyberbullies. Consequently,

empathic communication should be emphasized as part of

initiatives to stop cyberbullying and address other issues

relating to the internet. As cyberbullying and

18
cybervictimization are closely related, it is crucial to

concentrate on this connection and to take multilateral

action to prevent cyberbullying from having detrimental

effects on other areas of society.

The widespread usage of social media, particularly

among college students, has been made possible by the low

cost of internet connectivity and cellphones. Yet, social

media platforms have evolved into a simple means for people

to damage others, including through cyberbullying. The study

identified the cyberbullying habits, experiences, and

reactions of college students who used social media. With a

total of 500 college students enrolled during the school

year, the descriptive study methodology was used. They were

chosen at random and served as study participants in 2018.

The study's findings showed that the most common form of

cyberbullying that college students who use social media

engaged in was sending and receiving hurtful comments.

Students who experienced cyberbullying frequently responded

by praying, avoiding the offender, and ignoring the problem.

19
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, sources of

data, data gathering instruments, data gathering procedure

and statistical treatment of data gathered in the study.

Research Design

The researcher will be using the Descriptive method

research in determining the effects of cyberbullying on the

behavioral aspects among the selected students.

20
 It focuses on the present as well as the future

condition of a phenomenon. It also involves description,

recording, analysis and interpretation of the status and

condition that are obtained in a particular research

situation. It usually involves comparison and contrast, and

may attempt to discover the cause-and-effect relationship

that exists between non – manipulative variables. This was

used to get an excellent view into factors, conditions or

parameters that are existing.

Sources of Data

The respondents in this study are the 30 grade 9 and 10

students of the Metropolitan Bible Baptist Learning Center

Inc. School Year 2022-2023.

Data Gathering Instrument

The instrument to be used in this study is through

hard copy questionnaires. And to validate and justify the

data gathered from the survey questionnaires, the researcher

will be conducting and finalizing the feedback of the

21
respondents.

Data Gathering Procedure

After obtaining approval to conduct the study from the

selected grade 9 and 10 students of Metropolitan Bible

Baptist Learning Center Inc., the researcher will send the

questionnaire to the respondents and help them ascertain

their responses to be justifiable.

Statistical Treatment of the Data

After the retrieval of the questionnaire, the

researchers will categorize, tally, classify, and analyze

the data as a basis for interpretation. Tables will be used

for the interpretation of the findings to facilitate

analysis. The following statistical tool will be utilized to

answer the specific problems raised in the study.

1. Frequency and Percentage Count. This was used to

establish the profile of the respondents in terms of age,

gender, level and the effects of cyberbullying on the

behavioral aspects of the selected grade 9 and 10 students.

P = f/N x 100

Where:

P = Percentage

f = Frequency

N = Total Number of Respondents

22
Bibliography

Asio, J. M. R., Dojello, S. D., Etrata-Filio, R.,

Santos, J. L. M., Capiral, C. I. S., Monzales, R. P., &

Ambrosio, A. J. M. (2022). Prevalence of Cyberbullying in

the New Normal of Learning: Implications to Higher Education

Institutions. International Journal of Multidisciplinary:

Applied Business and Education Research, 3(4), 640-649.

Cocal, C. J. (2019). Cyberbullying practices and

experiences of the Filipino college students’ social media

users. Journal of Education, Management and Social Sciences,

2(1), 43-51.

Cook, C. R., Williams, K. R., Guerra, N. G., & Tuthill,

L. (2007). Cyberbullying: What it is and what we can do

about it. NASP Communiqué, 36(1), 4-5.

Hinduja, S., & Patchin, J. W. (2010). Bullying,

cyberbullying, and suicide. Archives of suicide research,

14(3), 206-221.

23
 Hoff, D. L., & Mitchell, S. N. (2009). Cyberbullying:

Causes, effects, and remedies. Journal of Educational

Administration, 47(5), 652-665.

Kiriukhina D.V. Cyberbullying among Young Users of

Social Networks. Sovremennaia zarubezhnaia psikhologiia =

Journal of Modern Foreign Psychology, 2019. Vol. 8, no. 3,

pp. 53–59. DOI: 10.17759/jmfp.2019080306. (In Russ., аbstr.

in Engl.

MacDonald, C. D., & Roberts-Pittman, B. (2010).

Cyberbullying among college students: Prevalence and

demographic differences. Procedia-Social and Behavioral

Sciences, 9, 2003-2009.

Pakingan, K. A. (2015). Cyberbullying victimization:

Experiences, responses and coping strategies of Filipino

adolescents.

Pozzoli, T., & Gini, G. (2020). Behavior during

cyberbullying episodes: Initial validation of a new self‐

report scale. Scandinavian journal of psychology, 61(1), 22-

29.

Shannen, T., Kim, S. J., & Lee, J. (2021). Empathy,

cyberbullying, and cybervictimization among Filipino

adolescents. Child health nursing research, 27(1), 65–74.

24
 Vargas, E., Niguidula, J. D., Hernandez, A. A.,

Marquez, P. S., & Caballero, J. M. (2018). Senior High

School Students Cyberbullying Experience: A Case of

University in the Philippines.

Villaflor, W. A., Tambiah, M., & Godoy, E. (2019).

Cyberbullying: Assessing in Some Rural Areas in Philippines.

25